The Role of Low-Level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-Dyslexic Language Learners

Autor/inn/en	Kormos, Judit; Košak Babuder, Milena; Pižorn, Karmen
Titel	The Role of Low-Level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-Dyslexic Language Learners
Quelle	In: Applied Linguistics, 40 (2019) 5, S.834-858 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amy028
Schlagwörter	Native Language; Language Skills; Second Language Learning; Dyslexia; English (Second Language); Slavic Languages; Reading Skills; Listening Skills; Students with Disabilities; Foreign Countries; Slovenia + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Zweitsprachenerwerb; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; English as second language; English; Second Language; Englisch als Zweitsprache; Slawische Sprache; Reading skill; Lesefertigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Slowenien
Abstract	Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening, and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners' listening and reading-while-listening problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01