Effects of Listening to Story Reading on Aspects of Literacy Acquisition in a Diglossic Situation

Feitelson, Dina; Goldstein, Zahava; Iraqi, Jihad; Share, David L.

doi:10.2307/747817

Cited by 97 publications

(55 citation statements)

References 13 publications

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“…Abu-Rabia (2000) and Feitelson, Goldstein, Iraqi, and Share (1993) showed that early oral exposure to MSA, through story telling, was associated with gains in literary language development and reading comprehension. In a more bottom-order concern with the effect of the diglossic linguistic distance between MSA and SAV on the acquisition of basic reading spin-offs, Saiegh-Haddad (2003, 2004 tested whether diglossic (distant) linguistic structures interfered with the acquisition of basic reading processes in MSA.…”

Section: Reading In a Diglossic Contextmentioning

confidence: 98%

Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors

Saiegh–Haddad

2005

Read Writ

154

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Arabic native speaking children are born into a unique linguistic context called diglossia (Ferguson, word, 14, 47-56, [1959]). In this context, children grow up speaking a Spoken Arabic Vernacular (SAV), which is an exclusively spoken language, but later learn to read another linguistically related form, Modern Standard Arabic (MSA). Forty-two first-grade Arabic native speaking children were given five measures of basic reading processes: two cognitive (rapid automatized naming and short-term working memory), two phonological (phoneme discrimination and phoneme isolation), and one orthographic (letter recoding speed). In addition, the study produced independent measures of phonological processing for MSA phonemes (phonemes that are not within the spoken vernacular of children) and SAV phonemes (phonemes that are familiar to children from their oral vernacular). The relevance of these skills to MSA pseudoword reading fluency (words correct per minute) in vowelized Arabic was tested. The results showed that all predictor measures, except phoneme discrimination, correlated with pseudoword reading fluency. Although phonological processing (phoneme isolation and discrimination) for MSA phonemes was more challenging than that for SAV phonemes, phonological skills were not found to affect reading fluency directly. Stepwise regression analysis showed that the strongest predictor of reading fluency in vowelized Arabic was letter recoding speed. Letter recoding speed was predicted by memory, rapid naming, and phoneme isolation. The results are discussed in light of Arabic diglossia and the shallow orthography of vowelized Arabic.

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Section: Reading In a Diglossic Contextmentioning

confidence: 98%

Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors

Saiegh–Haddad

2005

Read Writ

154

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“…This program included a shared reading activity in school with each of the books that could be taken home. Recent research by Feitelson et al (1993) documents the value of teachers reading to students as a way to increase a second-language learner's reading achievement. In the current study, the shared reading provided an auditory model, background vocabulary knowledge and generally excited interest by the teacher's attention to the book.…”

Section: Discussionmentioning

confidence: 99%

Using Audiotaped Books to Extend Classroom Literacy Instruction into the Homes of Second-Language Learners

Blum

Koskinen

Tennant

et al. 1995

Journal of Reading Behavior

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The purpose of this study was to investigate whether home-based repeated reading with an audio model is a significant supplement to the literacy instructional program of second-language learners. It was hypothesized that beginning firstgrade readers who spoke English as a second language would benefit from having daily access to repeated reading in their home environment. To provide this access, books that had been shared in school were given to students for daily home use. After home rereading routines were established, students were then given a tape recorder and audiotapes to accompany these books. This enabled students to hear the English storybook as they followed along looking at the printed text. Of specific interest in this study was the effect of repeated reading with an auditory model on first-grade students' reading fluency and self-monitoring behavior. Also of interest was the effect of this school/home reading activity on student reading motivation and behavior. This 19-week study employed a single-subject reversal design (ABA) with multiple baselines across individuals. Home-based repeated reading of books (A/Baseline) was compared to the home reading of books with audiotapes (B/Intervention). The study involved a single subject and four replications. Results from this study indicate that all five participating second-language learners received substantial benefit from the opportunity to practice reading books 535 536 Journal of Reading Behaviorwith audiotapes at home. It appears that the support provided by the audiotapes enabled students to fluently read increasingly more difficult texts.Data from the 1990 U.S. Census indicate that 9 million immigrant youth enrolled in U.S. public schools over the last decade. Most often they are poor and many are survivors of war, civil strife, or economic depression. Recent immigrants come from extremely diverse cultures. Asian/Pacific Islander presence in the United States increased more than 100% from 1980 to 1990, and Hispanic populations went up by more than 50% during that same period. According to the National Clearinghouse for Bilingual Education (NCBE), in some of this country's largest school districts, about one of every three students is classified as a language-minority student. If school enrollment reflects population projections, the 1990 U.S. Census reveals that this figure may increase to one of every two students by the year 2000. Many of these recent immigrants lack communication skills in English and therefore have difficulty participating in school activities, particularly those related to literacy learning. The educational future of these second-language learners may well be "at risk." Since reading provides essential access to gaining information and developing independence in learning, designing educational environments which support the literacy learning of culturally and linguistically diverse students must be a high priority (Gersten & Jimenez, 1994;O'Flahavan, 1994).Traditionally, second-language learners have been taught sepa...

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“…Book reading may partly explain why communities of lower socioeconomic Status and non-mainstream culture often exhibit poorer school achievement (Bus & Sulzby, in press;Feitelson, Goldstein, Iraqi, & Share, 1993). We assume that parental practices such äs joint parent-child reading, literacy excursions, book ownership, and other literacy-related activities explain not only individual differences but also group differences such äs differences related to socioeconomic Status.…”

Section: The Studymentioning

confidence: 99%