Cognitive Retroactive Transfer of Language Skills from English as a Foreign Language to Hebrew as the First Language
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| Title: | Cognitive Retroactive Transfer of Language Skills from English as a Foreign Language to Hebrew as the First Language |
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| Language: | English |
| Authors: | Feder, Liat, Abu-Rabia, Salim |
| Source: | Journal of Learning Disabilities. May-Jun 2022 55(3):213-228. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools Junior High Schools Secondary Education |
| Descriptors: | Cognitive Processes, Transfer of Training, Language Skills, English (Second Language), Semitic Languages, Second Language Learning, Native Language, Grade 6, Middle School Students, Reading Improvement, Writing Improvement, Intervention, Reading Difficulties, Dyslexia, Foreign Countries |
| Geographic Terms: | Israel |
| DOI: | 10.1177/00222194211003820 |
| ISSN: | 0022-2194 |
| Abstract: | The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 students in Grade 6 who were randomly assigned to an experimental group or a control group. Each group was further divided into readers with dyslexia, poor readers, and typical readers groups. The experimental group participated in an English intervention program designed for this study. All participants were administered a battery of pre- and post-treatment tests in linguistic and meta-linguistic skills in Hebrew and in English. The findings supported the existence of CRT from skills in English to skills in Hebrew with reference to most of the variables in the domains of reading, writing, and language skills. The improvement in most of the linguistic and meta-linguistic tasks in both English and Hebrew was significantly higher in the experimental group compared with the control group. The innovation of this study was in testing CRT of linguistic and meta-linguistic skills from English to Hebrew. Limitations and direction for future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1335284 |
| Database: | ERIC |
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| Abstract: | The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 students in Grade 6 who were randomly assigned to an experimental group or a control group. Each group was further divided into readers with dyslexia, poor readers, and typical readers groups. The experimental group participated in an English intervention program designed for this study. All participants were administered a battery of pre- and post-treatment tests in linguistic and meta-linguistic skills in Hebrew and in English. The findings supported the existence of CRT from skills in English to skills in Hebrew with reference to most of the variables in the domains of reading, writing, and language skills. The improvement in most of the linguistic and meta-linguistic tasks in both English and Hebrew was significantly higher in the experimental group compared with the control group. The innovation of this study was in testing CRT of linguistic and meta-linguistic skills from English to Hebrew. Limitations and direction for future research are discussed. |
|---|---|
| ISSN: | 0022-2194 |
| DOI: | 10.1177/00222194211003820 |
