What can second language acquisition research tell us about the phonics ‘pillar’?

Woore, Robert

doi:10.1080/09571736.2022.2045683

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…As the number of FL lessons in early years is often very limited (e.g. 2 hours weekly in Poland) this expectation appears to be misplaced (Woore, 2022).…”

Section: Learning To Read Words In L2 Englishmentioning

confidence: 99%

“…With regard to sound-symbol correspondence rules, the suggestion is to provide short explicit instruction, focused on one rule (Woore, 2022), interspersed with practice that includes recognition, but also production tasks, following a "Look, show, say, now you try" pattern. For example, the final E rule can be introduced with an illustrated (e.g.…”

Section: Principles For Instruction and Practicementioning

confidence: 99%

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Supporting young L2 English learners with word recognition: design of early reading materials

Ellis

2022

Neofilolog

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This theoretical article presents a case for a new approach to the teaching of word recognition in English as a foreign language to young learners in Polish early years education, arguing that there is a need for greater attention to explicit instruction in alphabetic principles, selected phonics and decoding skills. Research in first language (L1) English and foreign language (L2) development of word recognition skills is outlined. Differences between the orthographies of Polish and English are highlighted. Approaches used in L1 early reading instruction are contrasted with those commonly applied in L2 settings. The need for more explicit instruction is rationalized on the basis of a brief description of impressions from 20 hours of classroom observation. The second part of the paper presents some principles for the design of materials to introduce alphabetic principles of English and elements of phonics to support word recognition, with examples. The ability to recognize words rapidly and with ease is a key skill, which, unless mastered early, could potentially have a negative impact on the whole of a child’s language education.

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“…As the number of FL lessons in early years is often very limited (e.g. 2 hours weekly in Poland) this expectation appears to be misplaced (Woore, 2022).…”

Section: Learning To Read Words In L2 Englishmentioning

confidence: 99%

Section: Principles For Instruction and Practicementioning

confidence: 99%

Supporting young L2 English learners with word recognition: design of early reading materials

Ellis

2022

Neofilolog

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English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?

Suárez-Coalla,

Castejón,

Vega-Harwood

et al. 2023

Read Writ

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Reading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader’s native language is consistent and learners live in a monolingual context, as is the case in Spain. This may cause difficulties in learning the grapheme-phoneme-conversion-rules and using different grain size units. The aim of this study was to address the reading strategies that Spanish children use when reading in English. We considered the influence of word length, lexical frequency, orthographic consistency (in onset, nucleus, coda, and rime), and semantic knowledge on word reading. We analyzed speed and accuracy in a reading aloud task of English words from 94 Spanish-speaking children (fourth, fifth and sixth grade). Participants also completed a translation task into Spanish taken from the previous English ones. Results showed the influence of word length in accuracy, as well as that of children's grade, onset consistency, and semantic knowledge on both accuracy and reading speed. Regarding sublexical units, onset reading accuracy was determined by onset consistency in all grades; nucleus accuracy was determined by rime consistency only in the sixth grade and coda accuracy by rime consistency in the fifth and sixth grades. The present study demonstrates the relevance of Spanish children's semantic knowledge when reading in English. Despite this, and in line with the statistical learning perspective, some regularities are used in correlation with greater reading experience in English.

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Learning activities used for reading literacy instruction in selected Namibian primary schools

Gabriel,

Mpofu

2024

South African Journal of Childhood Education

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Background: The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

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What can second language acquisition research tell us about the phonics ‘pillar’?

Cited by 3 publications

References 20 publications

Supporting young L2 English learners with word recognition: design of early reading materials

Supporting young L2 English learners with word recognition: design of early reading materials

English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?

Learning activities used for reading literacy instruction in selected Namibian primary schools

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