Mental Lexicon, Working Memory and L2 (English) Vocabulary in Polish Students with and without Dyslexia
Keywords:
dyslexia, English as L2, vocabulary, mental lexicon, working memory
Abstract
The aim of our study was to examine the relationship between access to the mental lexicon, working memory and knowledge of English (L2) vocabulary. Analyses were undertaken amongst monolingual speakers of Polish (26 with dyslexia, 24 without) who studied English as a second language as part of their compulsory educational programme at school.
We assumed that students with dyslexia would manifest deficits in access to the mental lexicon and verbal working memory, and would have a limited L2 vocabulary. We also assumed that better access to the mental lexicon facilitates knowledge of English (L2) vocabulary, and that this relationship is present in both the criterion and the control group. All of the students participated in both parts of the assessment, the group part (i.e., questionnaire, IQ test, two vocabulary tasks) and the individual part (i.e., psychological measures: verbal working memory, RAN, verbal fluency, and single word reading in L1 task). We found that students with dyslexia exhibited deficits in the speed of access to data from the mental lexicon. The predictive function of memory for vocabulary was more conspicuous in the control group; in the criterion group, the result might constitute a risk factor for L2 vocabulary acquisition in dyslexia, which may manifest with increased proficiency in word knowledge. Poor vocabulary knowledge renders the L2 learning experience difficult, as it impairs students’ reading comprehension, writing and conversational skills.
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References
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Wydawnictwo HARMONIA.
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Coltheart, M. (2006). Dual Route and Connectionist Models of Reading: An Overview. London Review of Education, 4(1), 5–17.
Couture, A. E., & McCauley, R. J. (2000). Phonological working memory in children with phonological impairment. Clinical Linguistics & Phonetics, 14(7), 499–517. doi:
10.1080/026992000750020332
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Problem znany czy nieznany? (pp. 137–145). Lublin: Wydawnictwo Uniwersytetu Marii Curie- Skłodowskiej.
Elbro, C., & Jensen, M. N. (2005). Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers. Scandinavian Journal of Psychology, 46(4), 375–384.
Fiebach, C. J., Friederici, A. D., Müller, K., & von Cramon, D. Y. (2002). fMRI Evidence for Dual Routes to the Mental Lexicon in Visual Word Recognition. Journal of Cognitive Neuroscience, 14(1), 11–23. doi: 10.1162/089892902317205285
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Gathercole, S. E., Service, E., Hitch, G. J., Adams, A.-M., & Martin, A. J. (1999). Phonological shortterm memory and vocabulary development: further evidence on the nature of the relationship. Applied Cognitive Psychology, 13(1), 65–77.
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Acoustical Society of America, 132(2), EL74–EL80. doi: 10.1121/1.4731641
Joseph, H. S. S. L., Nation, K., & Liversedge, S. P. (2013). Using Eye Movements to Investigate Word Frequency Effects in Children’s Sentence Reading. School Psychology Review, 42(2), 207–222.
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Gdańsk: Wydawnictwo Harmonia.
Krasowicz-Kupis, G. (1999). Rozwój metajęzykowy a osiągnięcia w czytaniu u dzieci 6-9 letnich. Lublin: UMCS.
Krasowicz-Kupis, G. (2008). Psychologia dysleksji. Warszawa: Wyd. Nauk. PWN.
Krasowicz-Kupis, G., Borkowska, A. R., & Pietras, I. (2009). Rapid automatized naming, phonology and dyslexia in Polish children. Medical Science Monitor, 15(9), CR460–CR469.
Kucan, L. (2012). What Is Most Important to Know About Vocabulary? Reading Teacher, 65(6), 360–366. doi: 10.1002/TRTR.01054
Kurcz, I. (2000). Psychologia języka i komunikacji. Warszawa: Wydawnictwo Naukowe SCHOLAR.
Laufer, B. (1997). What’s in a word that makes it hard or easy? Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition and Pedagogy (pp. 140–155). Cambridge: Cambridge University Press.
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Lundberg, I., & Hoien, T. (2001). Dyslexia and Phonology. In A. Fawcett (Ed.), Dyslexia. Theory and Good Practice (pp. 109–123). London: Whurr Publishers.
Lyon Reid, G., Shaywitz, S. E., & Shaywitz, B. A. (2003). A Definition of Dyslexia. Defining Dyslexia, Comorbidity, Teachers’ Knowledge of Language and Reading. Annals of Dyslexia, 53, 1–14.
Martin, J., Cole, P., Leuwers, C., Casalis, S., Zorman, M., & Sprenger-Charolles, L. (2010). Reading in French-speaking adults with dyslexia. Annals of Dyslexia, 60(2), 238–264. doi: 10.1007/s11881-010-0043-8
Masoura, E. V., & Gathercole, S. E. (2005). Contrasting contributions of phonological shortâ€term memory and longâ€term knowledge to vocabulary learning in a foreign language. Memory, 13(3/4), 422–429. doi: 10.1080/09658210344000323
Mather, N., & Wendling, B. J. (2012). Essentials of Dyslexia Assessment and Intervention. Hoboken, New Jersey: John Wiley & Sons, Inc.
Miles, T. R. (1993). Dyslexia - The Pattern of Difficulties. London: Whurr Publishers.
Moura, O., Simões, M. R., & Pereira, M. (2014). WISC-III cognitive profiles in children with developmental dyslexia: specific cognitive disability and diagnostic utility. Dyslexia (Chichester,
England), 20(1), 19–37. doi: 10.1002/dys.1468
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Nicolson, R. I., & Fawcett, A. J. (1997). Development of Objective Procedures for Screening and Assessment of Dyslexic Students in Higher Education. Journal of Research in Reading, 20(1), 77.
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Ouellette, G. P. (2006). What’ s Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension. Journal of Educational Psychology, 98(3), 554–566. doi: 10.1037/0022-0663.98.3.554
Perfetti, C. (2007). Reading Ability: Lexical Quality to Comprehension. Scientific Studies of Reading, 11(4), 357–383. doi: 10.1080/10888430701530730
Pąchalska, M. (2007). Neuropsychologia kliniczna. Urazy mózgu. Warszawa: Wydawnictwo Naukowe PWN.
Pąchalska, M., & Lipowska, M. (2006). Skala Pamięci Wechslera (WMS-III). Autoryzowana Wersja Polska. Kraków: Fundacja na Rzecz Osób z Dysfunkcjami Mózgu.
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Rosenthal, E. N., Riccio, C. A., Gsanger, K. M., & Jarratt, K. P. (2006). Digit Span components as predictors of attention problems and executive functioning in children. Archives Of Clinical
Neuropsychology: The Official Journal Of The National Academy Of Neuropsychologists, 21(2), 131–139.
Shessel, I., & Reiff, H. B. (1999). Experiences of Adults with Learning Disabilities: Positive and Negative Impacts and Outcomes. Learning Disabilities Quarterly, 22(4), 305–316.
Snowling, M. (2000). Dyslexia. Oxford: Blackwell Publishers.
Sochacka, K. (2004). Nabywanie umiejętności czytania - różnice w badaniach dzieci polskich i anglojęzycznych. In M. Bogdanowicz & M. Smoleń (Eds.), Dysleksja w kontekście nauczania języków obcych (pp. 54–62). Gdańsk: Wydawnictwo HARMONIA.
Sonbul, S., & Schmitt, N. (2010). Direct teaching of vocabulary after reading: is it worth the effort? ELT Journal: English Language Teachers Journal, 64(3), 253–260. doi: 10.1093/elt/ccp059
Sparks, R. L., & Ganschow, L. (1993). The impact of native language-learning problems on foreignlanguage learning - case-study illustrations of the linguistic coding deficit hypothesis. Modern Language Journal, 77(1), 58–74. doi: 10.2307/329559
Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based metaanalysis. Review of Educational Research, 56, 72–110.
Swanborn, M. S. L., & de Glopper, K. (2002). Impact of Reading Purpose on Incidental Word Learning From Context. Language Learning, 52(1), 95.
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Published
2015-03-31
How to Cite
ÅockiewiczM., & Jaskulska, M. (2015). Mental Lexicon, Working Memory and L2 (English) Vocabulary in Polish Students with and without Dyslexia. Center for Educational Policy Studies Journal, 5(1), 71-89. https://doi.org/10.26529/cepsj.155
Section
FOCUS
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