Unrecognized cultural conventions for assessing word reading that affect research and practice

Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Naka, Makiko

doi:10.1007/s11145-014-9511-6

Cited by 2 publications

(2 citation statements)

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“…Not only can print-pronunciation association not guarantee lexical access but the task also produces unreliable results because scoring pronunciation is influenced by many factors such as scorers' background (Fletcher-Flinn et al, 2014). In the future, both lexical access and pronunciation of words should be measured, so that the findings can be more reliable and valid.…”

Section: Future Researchmentioning

confidence: 99%

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Huo

Wang

2017

Front. Educ.

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Phonological-based instruction, namely phonological awareness instruction (PA) and phonics instruction, has shown to be effective on early literacy skills among young children in western countries. Children who learn English as a foreign language (EFL) learn to read English differently from children in English-dominant societies. Effectiveness of the instruction in the EFL context is much less investigated. The present study systematically reviewed 15 experimental and quasi-experimental studies published in between 2000 and 2016, on the topic of the effectiveness of phonological-based instruction in the EFL context. Study characteristics and instructional features were described, and effect sizes were calculated. Phonological-based instruction was consistently found to be effective among primary school EFL students on reading underlying skills, including phonemic awareness and non-word reading. The median value of the effect size was moderate. In contrast, the effectiveness on word recognition (lexical access and pronunciation) and reading comprehension were inconsistent across studies. The median value of the effect size on word reading was small. This pattern suggests a limitation of the phonological-based instruction, which is the difficulty of transferring the phonological underlying outcomes to real reading. We found that most studies, although meeting the minimum standards of evidence for effectiveness, suffer from methodological flaws; thus, they are potentially biased. Therefore, the positive effects reported in this study should be interpreted with caution. The implication for practice of this study is that including phonological-based instruction in the current English curriculum may be beneficial for young EFL students, thus they can better learn to phonologically decode English words. But not enough evidence has been found to support the instructional effectiveness on real word recognition and reading comprehension. Future research on this topic with rigorous design is needed so that strong causal inference can be made. The findings of this study provide novel insights into foreign language education of English for young learners.

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Section: Future Researchmentioning

confidence: 99%

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Huo

Wang

2017

Front. Educ.

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“…Furthermore, rather than focusing primarily on word pronunciation, EFL students' English word reading should be assessed in a multi-faceted manner. Not only does print-pronunciation association not ensure lexical access, but the task also yields incorrect results since rating pronunciation is influenced by a variety of circumstances, including the background of the scorers (Fletcher-Flinn et al, 2014). Both lexical access and word pronunciation should be examined in the future to ensure that the findings are more trustworthy and valid (Shepherd, 2013).…”

Section: Significant Relationship Between Phonemic Awareness and Word...mentioning

confidence: 99%

Phonemic Awareness as Predictor of Word Decoding Ability among Bachelor of Science in Information Technology Students

Genelza

2022

REiLA Journal

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This descriptive correlational study aimed at the level of Phonemic awareness as a predictor of Word Decoding ability among BS-IT students using a total enumeration technique that involves students enrolled in the course program. Moreover, it sought to determine the significant relationship between the two variables. To verify, three different tests were being utilised to collect the necessary data, i.e., a listening test for measuring the respondents' level of awareness of words with critical sounds; a phonetic transcription test to identify the respondents' level of awareness of sound-symbol relationship; and spelling test to know the respondents' level of ability for transcriptions to be translated to its American Standard English spelling. After the data had been collected and tabulated, it was interpreted that the students have a high level of Phonemic awareness with a mean of 3.66. Moreover, their Word Decoding ability resulted in a high level with a mean of 3.93. Further, it is being noticed that there is a tremendous significant relationship between the two variables with a p-value of 0.0000000859. With these findings, the researcher encourages the school, administrators, and teachers to give more exposure to sound-word connections by engaging the students with activities involving speaking, listening, reading, and writing activities and practice-based tasks.

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Unrecognized cultural conventions for assessing word reading that affect research and practice

Cited by 2 publications

References 11 publications

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Phonemic Awareness as Predictor of Word Decoding Ability among Bachelor of Science in Information Technology Students

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