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Research Study Analysis Project

EDRD 610 Cross-language transfer of orthographic processing skills

a banks

on 18 February 2015

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Transcript of Research Study Analysis Project

Cross-Language Transfer
A study of French children
who learn English at school
of orthographic processing skills
Description of Study
Research Methods
Importance of Topic
Contributions to Practice
Questions on
Research study
Reading Strategies
Research Study: Before and After
Researchers intended to examine the language transfer of particular reading skills from L1 (French) to L2 (English)
The study was based on French children ages 11-13 who studied English 3-4 hours a week as a foreign language in school

lexical orthographic processing skills (word-specific knowledge)
sub-lexical orthographic processing skills (sensitivity to spelling patterns within a language)
and how they transferred from French (L1) to English (L2)
Further explored the issue of language-general versus language-specific skill transfers in children's reading abilities from L1 to L2 when both languages had the same alphabet
Researchers randomly selected 90 students in grades 6 and 8 to participate in a series of reading tasks in their L1 (French) and L2 (English)
Tasks were carried out in two separate sessions
Instructions were in L1 to ensure understanding
Children were tested on 8 different variables intended to assess their abilities in lexical and sub-lexical orthographic processing skills in both languages
Also measured in L1 for reading, and in L2 for vocabulary and decoding
Researchers found a correlation between reading speed in L1 and word-specific orthographic knowledge in L2
This means that there was a direct transfer from the L1 to L2 in lexical orthographic processing skills
Such lexical skills would therefore be considered "language-general"
In other words, the faster students could read in their L1 (French), the more likely they were to store, use, and identify words in their L2 (English)
The study also revealed that sub-lexical processing skills did not transfer from the L1 to L2, and therefore were most likely language-specific
Key Terms
orthographic processing skills=
The ability to form, store, and access written words
Orthographic processing skills=
Awareness of or sensitivity to spelling patterns in a given language
Basic metacognitive skills used in learning an L1 that can transfer over when learning an L2
Language skills that are specific to L1 and therefore cannot be transferred over when learning an L2
orthographic knowledge=
The ability to recognize particular words in a given language
Research provides significant insight into how lexical orthographic processing skills are transferable from an L1 to an L2 in terms of reading ability
The study is especially important as it examines cross-language transfers between two languages that share the same alphabet;
Results may have similar implications for students with a comparable L1, i.e. Spanish
Results of the study correspond to and support previous research on second language acquisition;
Also provides further evidence for Cummins' linguistic interdependence theory
The study highlights the need for further research on bilingual learners and the transfer of skills in particular language domains, especially reading
Poses questions that can be further explored in future studies
Researchers utilized a mixed design analysis of variance, which included:
Pearson correlational analyses
hierarchical multiple regression analyses
Task Descriptions:
Methods of analysis:
study participants:
Purpose of study:
Focus of study:
Testing process:
Results of study:
Significance of results:
The study sheds light on how different reading-related skills in the L2 may develop;
In this sense,
language may have more of an influence on
language than previously assumed
This signifies that instructional strategies for reading should not be confined to
language but also incorporate
The study gave specific examples of certain reading skills that can transfer over from L1 to L2;
Having an understanding of these skills allows for more effective instruction by addressing students' individual needs as English language learners
Skills such as proficiency and decoding were shown to be contributing factors to students' overall success in the transfer of reading skills from L1 to L2;
These may be incorporated into lessons by using students' L1 as a foundation to further solidify growth in their L2
Results also reinforce the idea that L1 literacy skills can transfer to L2
This concept can be utilized in instruction by encouraging students to continue learning their L1 in addition to their L2
Insight into reading skills:
Application to other languages:
Supports SLA theory:
Possibility for expansion:
Importance of Oral Language:
Support for L1:
Needs of Students:
Explicit instruction:
Do the results of the current study have implications for cross-language transfer when the two languages do not share a common alphabet?
Based on the parameters of this study, what are the potential negative transfers from the L1 (French) to the L2 (English) in reading skills that could impede students' learning?
If the students were older, would this increase the potential for a direct transfer of sub-lexical orthographic processing skills from the L1 to the L2?
New Questions:
Before Reading:
During Reading:
After reading:
Anticipation guide was helpful in activating prior knowledge
Acted as a way to brainstorm and organize ideas on the subject
Presented a means in which to reflect on knowledge gained from the reading
However, some drawbacks in utilizing this strategy included a lack of prior knowledge to generate questions on the topic
Difficult to design questions that related to the topic before reading the article
Some of the questions asked in the anticipation guide were not directly addressed in the study
Suggestions for using this strategy in a classroom setting might include having students:
Read first paragraph or introduction before completing the guide
Read through headings, subheadings or bolded terms before completing the guide
Or, for younger students or with different reading materials, have students take a 'picture walk' before making predictions
Selective highlighting was a highly effective strategy in eliciting the important information from the article
Allowed me as the reader to focus on the main components of the study in order to facilitate greater understanding
This technique is one I most often use for assigned readings at the graduate level
However, it can easily be adapted to meet the needs of different reading levels and for use with a variety of reading materials
Furthermore, it is a strategy I have tried and will continue to implement in my instructional practices
Using the selective technique and writing a summary based on the highlighted information was an important step to ensuring reading comprehension
The summary required that effective highlighting take place in order to sufficiently represent the contents of the study
This therefore proved to be a useful strategy for both during and after the reading
Many of the terms I had heard before but were not necessarily comprehensible in an organized or meaningful manner
To me, the concepts were fragmented and heavily weighed down by abstract linguistic terminology
After researching the study, the underlying concepts and terms became an orderly pattern that strengthened my understanding and knowledge on the subject
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