Does brief exposure to a written text affect spelling performance in a second language?
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| Title: | Does brief exposure to a written text affect spelling performance in a second language? |
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| Authors: | Degani, Tamar1 (AUTHOR) tdegani@research.haifa.ac.il, Yagev Bar-David, Orr1 (AUTHOR), Levy Adam, Lior1 (AUTHOR) |
| Source: | Reading & Writing. Sep2023, Vol. 36 Issue 7, p1901-1935. 35p. |
| Subject Terms: | *Orthography & spelling, *Spelling errors, *Oral reading, *Native language, *Listening comprehension, *Second language acquisition, English language |
| Abstract: | Because both spelling and reading abilities tap orthographic knowledge, improvements in one ability may lead to improvements in the other. Here, we test whether spelling performance in a second-language (L2) can be improved by a short L2 reading task, as brief exposure to an L2 can increase the activation of L2 representations, making orthographic conventions more available. Participants were 89 adult native Hebrew speakers who were advanced learners of English as an L2. They performed a dictation task on 80 English words, before and after a brief exposure phase. In the Reading Aloud condition participants orally read two stories during the exposure phase, whereas in the Reading while Listening condition, participants silently read the same stories while listening to a recorded narration of the text. Of relevance, words targeted in the dictation task did not appear in the text, such that exposure effects could not be the result of item-specific learning. Results showed better spelling performance post-exposure than pre-exposure in the Reading Aloud condition. Further, analysis of spelling errors revealed that participants in the Reading while Listening condition preserved the phonology of the spelled words, more so post-exposure than pre-exposure. Critically, participants in a control nonlinguistic condition, who were not exposed to English during the exposure phase, did not show such spelling gains. Together, the findings reveal that spelling performance may be dynamically modulated by brief language exposure and suggest that brief reading experience may affect subsequent access to orthographic knowledge required for spelling. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 166736912 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Does brief exposure to a written text affect spelling performance in a second language? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Degani%2C+Tamar%22">Degani, Tamar</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tdegani@research.haifa.ac.il</i><br /><searchLink fieldCode="AR" term="%22Yagev+Bar-David%2C+Orr%22">Yagev Bar-David, Orr</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Levy+Adam%2C+Lior%22">Levy Adam, Lior</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Sep2023, Vol. 36 Issue 7, p1901-1935. 35p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Spelling+errors%22">Spelling errors</searchLink><br />*<searchLink fieldCode="DE" term="%22Oral+reading%22">Oral reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Native+language%22">Native language</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+comprehension%22">Listening comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Because both spelling and reading abilities tap orthographic knowledge, improvements in one ability may lead to improvements in the other. Here, we test whether spelling performance in a second-language (L2) can be improved by a short L2 reading task, as brief exposure to an L2 can increase the activation of L2 representations, making orthographic conventions more available. Participants were 89 adult native Hebrew speakers who were advanced learners of English as an L2. They performed a dictation task on 80 English words, before and after a brief exposure phase. In the Reading Aloud condition participants orally read two stories during the exposure phase, whereas in the Reading while Listening condition, participants silently read the same stories while listening to a recorded narration of the text. Of relevance, words targeted in the dictation task did not appear in the text, such that exposure effects could not be the result of item-specific learning. Results showed better spelling performance post-exposure than pre-exposure in the Reading Aloud condition. Further, analysis of spelling errors revealed that participants in the Reading while Listening condition preserved the phonology of the spelled words, more so post-exposure than pre-exposure. Critically, participants in a control nonlinguistic condition, who were not exposed to English during the exposure phase, did not show such spelling gains. Together, the findings reveal that spelling performance may be dynamically modulated by brief language exposure and suggest that brief reading experience may affect subsequent access to orthographic knowledge required for spelling. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-022-10349-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 35 StartPage: 1901 Subjects: – SubjectFull: Orthography & spelling Type: general – SubjectFull: Spelling errors Type: general – SubjectFull: Oral reading Type: general – SubjectFull: Native language Type: general – SubjectFull: Listening comprehension Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: English language Type: general Titles: – TitleFull: Does brief exposure to a written text affect spelling performance in a second language? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Degani, Tamar – PersonEntity: Name: NameFull: Yagev Bar-David, Orr – PersonEntity: Name: NameFull: Levy Adam, Lior IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 36 – Type: issue Value: 7 Titles: – TitleFull: Reading & Writing Type: main |
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