Sensitivity to derivational morphology as cues to lexical stress among English as second language learners

Ren, Jinglei; Wang, Min

doi:10.1007/s11145-023-10496-2

Cited by 2 publications

(2 citation statements)

References 57 publications

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“…In the handful of studies that have examined how SL relates to reading in alphabetic writing systems, some studies examined domain-specific SL effects in alphabetic languages (e.g., [15][16][17][18][19]), and some other studies focused on domain-general SL effects. Among these studies, some revealed positive relationships between visual SL (VSL) and word reading, and between auditory SL (ASL) and word reading (e.g., [20][21][22][23]).…”

Section: Contribution Of Sl To Reading In An Alphabetic Writing Systemmentioning

confidence: 99%

Contribution of statistical learning in learning to read across languages

Ren,

Wang

2024

PLoS ONE

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Statistical Learning (SL) refers to human’s ability to detect regularities from environment Kirkham, N. Z. (2002) & Saffran, J. R. (1996). There has been a growing interest in understanding how sensitivity to statistical regularities influences learning to read. The current study systematically examined whether and how non-linguistic SL, Chinese SL, and English SL contribute to Chinese and English word reading among native Chinese-speaking 4th, 6th and 8th graders who learn English as a second language (L2). Children showed above-chance learning across all SL tasks and across all grades. In addition, developmental improvements were shown across at least two of the three grade ranges on all SL tasks. In terms of the contribution of SL to reading, non-linguistic auditory SL (ASL), English visual SL (VSL), and Chinese ASL accounted for a significant amount of variance in English L2 word reading. Non-linguistic ASL, Chinese VSL, English VSL, and English ASL accounted for a significant amount of variance in Chinese word reading. Our results provide clear and novel evidence for cross-linguistic contribution from Chinese SL to English reading, and from English SL to Chinese reading, highlighting a bi-directional relationship between SL in one language and reading in another language.

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Section: Contribution Of Sl To Reading In An Alphabetic Writing Systemmentioning

confidence: 99%

Contribution of statistical learning in learning to read across languages

Ren,

Wang

2024

PLoS ONE

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“…Take an example, -ior is always associated with first syllable stress in English disyllabic words. Another example is that nonneutral suffixes are associated with predictable primary stress placement on presuffixal syllables (Ren & Wang, 2023c). For instance, "-ity" is a nonneutral suffix, the stress is assigned to the syllable immediately preceding this suffix, "contiNUity."…”

Section: Explicit Instruction and Statistical Learningmentioning

confidence: 99%

Can explicit instruction boost statistical learning? A meta-analytical review.

Ren,

Wang,

Conway

2024

Journal of Educational Psychology

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This meta-analysis investigated whether and to what extent explicit instruction improves statistical learning (SL). While some previous studies individually demonstrated significant effects of explicit instruction on SL, there is a lack of a systematic and quantitative synthesis of this line of work so as to provide specific and detailed guidance for future research. To bridge this gap, a comprehensive meta-analysis was carried out, providing a first careful examination of the effect of explicit instruction on SL. Our analysis revealed a significant improvement in SL performance (g = .49) as a result of explicit instruction. Furthermore, we studied various factors that potentially influence the magnitude of the effect size of explicit instruction on SL. Specifically, we showed that explicit instruction in audiovisual compared to single-modality SL produced a more substantial enhancement in SL performance. In addition, the effect of explicit instruction was more pronounced in the linguistic domain compared to the nonlinguistic domain. These findings not only confirm the positive influence of explicit instruction on SL but also shed light on the specific conditions under which explicit instruction is more beneficial. Our findings have important implications for future educational research on developing effective instructional practices that potentially support SL in classrooms.

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Sensitivity to derivational morphology as cues to lexical stress among English as second language learners

Cited by 2 publications

References 57 publications

Contribution of statistical learning in learning to read across languages

Contribution of statistical learning in learning to read across languages

Can explicit instruction boost statistical learning? A meta-analytical review.

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