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An Examination of Differences in Linguistic and Meta-Linguistic Skills in English (FL) and Hebrew (L1): English Intervention Program for Dyslexic, Poor and Normal Readers

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Bibliographic Details
Title: An Examination of Differences in Linguistic and Meta-Linguistic Skills in English (FL) and Hebrew (L1): English Intervention Program for Dyslexic, Poor and Normal Readers
Language: English
Authors: Feder, Liat, Abu-Rabia, Salim
Source: Journal of Educational Research. 2020 113(3):226-243.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Dyslexia, Reading Difficulties, Reading Skills, Semitic Languages, English (Second Language), Intervention, Linguistics, Metalinguistics, Grade 6, Phonology, Morphology (Languages), Syntax, Semantics, Written Language, Decoding (Reading), Word Recognition, Reading Fluency, Spelling, Reading Comprehension, Verbal Communication, Program Effectiveness, Foreign Countries, Phonological Awareness, Reading Rate, Accuracy
Geographic Terms: Israel
Assessment and Survey Identifiers: Peabody Picture Vocabulary Test
DOI: 10.1080/00220671.2020.1782812
ISSN: 0022-0671
Abstract: This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1262141
Database: ERIC
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Abstract:This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers.
ISSN:0022-0671
DOI:10.1080/00220671.2020.1782812