Relationships among L1 Print Exposure and Early L1 Literacy Skills, L2 Aptitude, and L2 Proficiency

Autor/inn/en	Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy
Titel	Relationships among L1 Print Exposure and Early L1 Literacy Skills, L2 Aptitude, and L2 Proficiency
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 7, S.1599-1634 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-011-9335-6
Schlagwörter	Native Language; Emergent Literacy; Second Languages; Language Aptitude; Language Proficiency; Individual Differences; Printed Materials; Decoding (Reading); Spelling; Phonemic Awareness; Reading Comprehension; Receptive Language; Listening Comprehension; Elementary Secondary Education; Academic Achievement; Longitudinal Studies + Suchen Sie Ihr Suchwort? Frühleseunterricht; Second language; Zweitsprache; Sprachbegabung; Spracheignung; Language skill; Language skills; Sprachkompetenz; Individueller Unterschied; Dekodierung; Schreibweise; Leseverstehen; Rezeptive Kommunikationsfähigkeit; Hörverständnis; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Authors examined the relationship between individual differences in L1 print exposure and differences in early L1 skills and later L2 aptitude, L2 proficiency, and L2 classroom achievement. Participants were administered measures of L1 word decoding, spelling, phonemic awareness, reading comprehension, receptive vocabulary, and listening comprehension in 1-5th grades, and then followed into 9-10th grades where measures of L2 aptitude, L2 proficiency, and L1 print exposure were administered. Students' responses on the L1 print exposure measure were used to divide them into High, Average, and Low Print groups. Findings showed significant differences between the High versus Low Print groups on all L1 skill measures, L2 aptitude and L2 proficiency tests, and L2 classroom achievement after controlling for IQ. L1 skill differences between the groups emerged as early as 1st grade. L1 phonemic awareness, L1 word decoding, and L1 spelling measures were the best discriminators of L1 print exposure among the three groups. Results suggest that early success in L1 reading and reading volume prior to L2 study may be related to differences in L2 aptitude, L2 proficiency, and L2 achievement several years later. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10