Reading Alphabetic and Nonalphabetic Writing Systems: A Case Study of Bilingual Teachers' Reading Processes through Eye Movement Miscue Analysis
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| Title: | Reading Alphabetic and Nonalphabetic Writing Systems: A Case Study of Bilingual Teachers' Reading Processes through Eye Movement Miscue Analysis |
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| Language: | English |
| Authors: | Yang Wang (ORCID |
| Source: | Journal of Adolescent & Adult Literacy. 2024 68(3):223-233. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Alphabets, Romanization, Written Language, Bilingualism, Reading Processes, Bilingual Teachers, Miscue Analysis, Second Language Learning, Native Language, English (Second Language), Language Usage, Mandarin Chinese, Korean, Orthographic Symbols, Oral Reading, Eye Movements, Contrastive Linguistics, Visual Aids, Language Variation |
| DOI: | 10.1002/jaal.1351 |
| ISSN: | 1081-3004 1936-2706 |
| Abstract: | This case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages--Mandarin Chinese and Korean. The two participants read researcher-selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis. Using Eye Movement Miscue Analysis, the findings showcase the distinctive characteristics of their first-language and second-language reading processes. The cross-linguistic comparison between bilingual reading processes further shows the bilingual participants' similarities and differences in terms of the use of language systems, eye movements, language variations, and image use. This study supports the understanding of non-Roman alphabetical language speakers' reading process, adds to our understanding of the bilingual reading process, and provides teaching and research implications for bilingual teachers and educators. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444327 |
| Database: | ERIC |
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