Reading Ability, Reading Fluency and Orthographic Skills: The Case of L1 Slovene English as a Foreign Language Students
Keywords:
reading fluency, orthographic skills, English as a foreign language, Slovene skilled and less-skilled readers
Abstract
This study examined the difference between less-skilled and skilled L1 Slovene English as foreign language (EFL) students in foreign language (L2) fluency and L2 orthographic skills; 93 less-skilled Grade 7 L1 Slovene students and 102 skilled Grade 7 L1 Slovene students participated in the study. The results showed that skilled readers performed better in all fluency and orthographic skills tasks, as the differences between groups were statistically significant. The correlations among all variables showed that L2 fluency and L2 orthographic skills are positively interrelated among both groups, suggesting that higher L2 fluency scores are associated with higher L2 orthography scores. This outcome implies that less-skilled readers need to be greatly exposed to L2 language and be ensured necessary
opportunities in- or outside the classroom in L2 learning.
Downloads
Download data is not yet available.
References
Akamatsu, N. (1999). The effects of first language orthographic features on word recognition
processing in English as a second language. Reading and Writing, 11(4), 381–403.
Akamatsu, N. (2008). The effects of training on automatization of word recognition in English as a foreign language. Applied Psycholinguistics, 29(2), 175–193.
Anderson, N. J. (1999). Exploring Second Language Reading: Issues and strategies. Boston: Heinle & Heinle.
Berninger, V. W. (1996). Reading and Writing Acquisition: A developmental neuropsychological
perspective. Boulder, CO: Westview Press.
Berninger, V. W., & Wolf, B. J. (2009). Teaching Students with Dyslexia and Dysgraphia: Lessons from teaching and science. Baltimore: Paul H. Brookes.
Compton, D. L. (2000). Modeling the response of normally achieving and at-risk first-grade children to word reading instruction. Annals of Dyslexia, 50(1), 53–84.
Crawford, M. (2005). Adding variety to word recognition exercises. English Teaching Forum, 43(2), 36–41.
Droop, M., & Verhoeven, L. (2003). Language proficiency and reading ability in first- and secondlanguage learners. Reading Research Quarterly, 38(1), 78–103.
Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language
Disorders, 20(3), 19–36.
Fashola, O. S., Drum, P. A., Mayer, R. E., & Kang. S. J. (1996). A cognitive theory of orthographic
transitioning: Predictable errors in how Spanish-speaking children spell English words. American
Educational Research Journal, 33(4), 825–843.
Favreau, M., & Segalowitz, N. (1982). Second language reading in fluent bilinguals. Applied
Psycholinguistics, 3(4), 329–341.
Fuchs, L. S., Fuchs, D. F., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator
of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256.
Fukkink, R., Hulstijn, J., & Simis, A. (2005). Does training in second-language word recognition
skills affect reading comprehension? An experimental study. The Modern Language Journal, 89(1), 54–75.
Goodman, K. S. (1976). A psycholinguistic guessing game. In H. Singer & R. Ruddell (Eds.),
Theoretical Models and Processes of Reading (pp. 497–508). Newark, DE: International Reading
Association.
Gorsuch, G., & Taguchi, E. (2008). Repeated reading for developing reading fluency and reading
comprehension: The case of EFL learners in Vietnam. System, 36(2), 253–278.
Grabe, W. (2009). Reading in a Second Language: Moving from theory to practice. New York:
Cambridge University Press.
Grabe, W., & Stoller, F. (2002). Teaching and Researching Reading. Harlow, UK: Pearson.
Haynes, M., & Carr, T. H. (1990). Writing system background and second language reading: A
component skills analysis of English reading by native speaker-readers of Chinese. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 375–418). San Diego, CA: Academic Press.
Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An
Interdisciplinary Journal, 2(2), 127–160.
Koda, K. (1990). The use of L1 reading strategies in L2 reading. Studies in Second Language
Acquisition, 12(4), 393–410.
Koda, K. (2010). Insights into Second Language Reading: A cross-linguistic approach. New York:
Cambridge University Press.
Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A
German-English comparison. Cognition, 63(3), 315–334.
Nassaji, H., & Geva, E. (1999). The contribution of phonological and orthographic processing skills to adult ESL reading: Evidence from native speakers of Farsi. Applied Psycholinguistics, 20(2), 241–267.
Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. London: Routledge.
Rasinski, T. V. (2003). The Fluent Reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic.
Segalowitz, N. (1986). Skilled reading in the second language. In J. Vaid (Ed.), Language Processing in Bilinguals: Psycholinguistic and neurological perspectives (pp. 3–19). Hillside, NJ: Erlbaum.
Segalowitz, N. (2000). Automaticity and attentional skill in fluent performance. In H. Riggenbach
(Ed.), Perspectives on Fluency (pp. 200–219). Ann Arbor, MI: University of Michigan Press.
Segalowitz, N., & Hebert, M. (1990). Phonological recoding in the first and second language reading of skilled bilinguals. Language Learning, 40(4), 503–538.
Segalowitz, N., Poulsen, C., & Komoda, M. (1991). Lower level components of reading skill in higher level bilinguals: Implications for reading instruction. AILA Review, 8(1), 15–30.
Segalowitz, N. S., & Segalowitz, S. J. (1993). Skilled performance, practice, and the differentiation of speed-up from automatization effects: Evidence from second language word recognition. Applied Psycholinguistics, 14(3), 369–385.
Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., Fowler, A., Dreyer,
L. G., Marchione, K. E., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comprehension and decoding:
Patterns of association in children with reading disabilities. Scientific Studies of Reading, 3(1), 69–94.
Shiotsu, T. (2010). Components of L2 Reading. Cambridge: Cambridge University Press.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32–71.
Stanovich, K. E. (1991). Word recognition: Changing perspectives. In R. Barr, M. L. Kamil, P.
Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 418–452). New York: Longman.
Taguchi, E., Takayasu-Maass, M., & Gorsuch, G. (2004). Developing reading fluency in EFL: How
assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16(2), 70–96.
Verhoeven, L. (2000). Components of early second language reading and spelling. Scientific Studies of Reading, 4(4), 313–330.
Willows, D. M., & Terepocki, M. (1993). The relation of reversal errors to reading disabilities. In D.
M. Willows, R. S. Kruk, & E. Corcos (Eds.), Visual processes in reading and reading disabilities (pp.
31–56). Hillsdale, NJ: Erlbaum.
processing in English as a second language. Reading and Writing, 11(4), 381–403.
Akamatsu, N. (2008). The effects of training on automatization of word recognition in English as a foreign language. Applied Psycholinguistics, 29(2), 175–193.
Anderson, N. J. (1999). Exploring Second Language Reading: Issues and strategies. Boston: Heinle & Heinle.
Berninger, V. W. (1996). Reading and Writing Acquisition: A developmental neuropsychological
perspective. Boulder, CO: Westview Press.
Berninger, V. W., & Wolf, B. J. (2009). Teaching Students with Dyslexia and Dysgraphia: Lessons from teaching and science. Baltimore: Paul H. Brookes.
Compton, D. L. (2000). Modeling the response of normally achieving and at-risk first-grade children to word reading instruction. Annals of Dyslexia, 50(1), 53–84.
Crawford, M. (2005). Adding variety to word recognition exercises. English Teaching Forum, 43(2), 36–41.
Droop, M., & Verhoeven, L. (2003). Language proficiency and reading ability in first- and secondlanguage learners. Reading Research Quarterly, 38(1), 78–103.
Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language
Disorders, 20(3), 19–36.
Fashola, O. S., Drum, P. A., Mayer, R. E., & Kang. S. J. (1996). A cognitive theory of orthographic
transitioning: Predictable errors in how Spanish-speaking children spell English words. American
Educational Research Journal, 33(4), 825–843.
Favreau, M., & Segalowitz, N. (1982). Second language reading in fluent bilinguals. Applied
Psycholinguistics, 3(4), 329–341.
Fuchs, L. S., Fuchs, D. F., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator
of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256.
Fukkink, R., Hulstijn, J., & Simis, A. (2005). Does training in second-language word recognition
skills affect reading comprehension? An experimental study. The Modern Language Journal, 89(1), 54–75.
Goodman, K. S. (1976). A psycholinguistic guessing game. In H. Singer & R. Ruddell (Eds.),
Theoretical Models and Processes of Reading (pp. 497–508). Newark, DE: International Reading
Association.
Gorsuch, G., & Taguchi, E. (2008). Repeated reading for developing reading fluency and reading
comprehension: The case of EFL learners in Vietnam. System, 36(2), 253–278.
Grabe, W. (2009). Reading in a Second Language: Moving from theory to practice. New York:
Cambridge University Press.
Grabe, W., & Stoller, F. (2002). Teaching and Researching Reading. Harlow, UK: Pearson.
Haynes, M., & Carr, T. H. (1990). Writing system background and second language reading: A
component skills analysis of English reading by native speaker-readers of Chinese. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 375–418). San Diego, CA: Academic Press.
Hoover, W. A., & Gough, P. B. (1990). The Simple View of Reading. Reading and Writing: An
Interdisciplinary Journal, 2(2), 127–160.
Koda, K. (1990). The use of L1 reading strategies in L2 reading. Studies in Second Language
Acquisition, 12(4), 393–410.
Koda, K. (2010). Insights into Second Language Reading: A cross-linguistic approach. New York:
Cambridge University Press.
Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A
German-English comparison. Cognition, 63(3), 315–334.
Nassaji, H., & Geva, E. (1999). The contribution of phonological and orthographic processing skills to adult ESL reading: Evidence from native speakers of Farsi. Applied Psycholinguistics, 20(2), 241–267.
Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. London: Routledge.
Rasinski, T. V. (2003). The Fluent Reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic.
Segalowitz, N. (1986). Skilled reading in the second language. In J. Vaid (Ed.), Language Processing in Bilinguals: Psycholinguistic and neurological perspectives (pp. 3–19). Hillside, NJ: Erlbaum.
Segalowitz, N. (2000). Automaticity and attentional skill in fluent performance. In H. Riggenbach
(Ed.), Perspectives on Fluency (pp. 200–219). Ann Arbor, MI: University of Michigan Press.
Segalowitz, N., & Hebert, M. (1990). Phonological recoding in the first and second language reading of skilled bilinguals. Language Learning, 40(4), 503–538.
Segalowitz, N., Poulsen, C., & Komoda, M. (1991). Lower level components of reading skill in higher level bilinguals: Implications for reading instruction. AILA Review, 8(1), 15–30.
Segalowitz, N. S., & Segalowitz, S. J. (1993). Skilled performance, practice, and the differentiation of speed-up from automatization effects: Evidence from second language word recognition. Applied Psycholinguistics, 14(3), 369–385.
Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., Fowler, A., Dreyer,
L. G., Marchione, K. E., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comprehension and decoding:
Patterns of association in children with reading disabilities. Scientific Studies of Reading, 3(1), 69–94.
Shiotsu, T. (2010). Components of L2 Reading. Cambridge: Cambridge University Press.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32–71.
Stanovich, K. E. (1991). Word recognition: Changing perspectives. In R. Barr, M. L. Kamil, P.
Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 418–452). New York: Longman.
Taguchi, E., Takayasu-Maass, M., & Gorsuch, G. (2004). Developing reading fluency in EFL: How
assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language, 16(2), 70–96.
Verhoeven, L. (2000). Components of early second language reading and spelling. Scientific Studies of Reading, 4(4), 313–330.
Willows, D. M., & Terepocki, M. (1993). The relation of reversal errors to reading disabilities. In D.
M. Willows, R. S. Kruk, & E. Corcos (Eds.), Visual processes in reading and reading disabilities (pp.
31–56). Hillsdale, NJ: Erlbaum.
Published
2012-09-30
How to Cite
Erbeli, F., & PižornK. (2012). Reading Ability, Reading Fluency and Orthographic Skills: The Case of L1 Slovene English as a Foreign Language Students. Center for Educational Policy Studies Journal, 2(3), 119-139. https://doi.org/10.26529/cepsj.350
Section
FOCUS
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.
