L2 English Reading, Spelling, and Cognitive-Linguistic Development
This study explores the effects of two two-year literacy intervention programs (phonics and whole word) on L1 German speaking children’s L2 English reading, spelling, and cognitive-linguistic development (N = 49). We assessed reading skills (L2 reading comprehension and fluency), spelling ability (...
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| Format: | Article |
| Language: | English |
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Language and Literacy Researchers of Canada
2025-05-01
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| Series: | Language and Literacy: A Canadian Educational e-journal |
| Subjects: | |
| Online Access: | https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29711 |
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| _version_ | 1850232529392500736 |
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| author | Heike Mlakar Marco Schilk |
| author_facet | Heike Mlakar Marco Schilk |
| author_sort | Heike Mlakar |
| collection | DOAJ |
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This study explores the effects of two two-year literacy intervention programs (phonics and whole word) on L1 German speaking children’s L2 English reading, spelling, and cognitive-linguistic development (N = 49). We assessed reading skills (L2 reading comprehension and fluency), spelling ability (L2 real word and pseudoword accuracy), and cognitive-linguistic skills (working memory, phonological short-term memory, non-verbal intelligence, phonological awareness, L2 receptive grammar, and vocabulary). Based on mixed-effects modeling, phonics instruction led to significantly better L2 real word spelling accuracy and L2 vocabulary knowledge. Phonological short-term memory skills profited from phonics instruction, resulting in significantly higher scores over time.
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| format | Article |
| id | doaj-art-8624b0814de54cf8a32b78f949e1f7e5 |
| institution | OA Journals |
| issn | 1496-0974 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Language and Literacy Researchers of Canada |
| record_format | Article |
| series | Language and Literacy: A Canadian Educational e-journal |
| spelling | doaj-art-8624b0814de54cf8a32b78f949e1f7e52025-08-20T02:03:08ZengLanguage and Literacy Researchers of CanadaLanguage and Literacy: A Canadian Educational e-journal1496-09742025-05-0127210.20360/langandlit29711L2 English Reading, Spelling, and Cognitive-Linguistic DevelopmentHeike Mlakar0Marco Schilk1University of HildesheimUniversity of Hildesheim This study explores the effects of two two-year literacy intervention programs (phonics and whole word) on L1 German speaking children’s L2 English reading, spelling, and cognitive-linguistic development (N = 49). We assessed reading skills (L2 reading comprehension and fluency), spelling ability (L2 real word and pseudoword accuracy), and cognitive-linguistic skills (working memory, phonological short-term memory, non-verbal intelligence, phonological awareness, L2 receptive grammar, and vocabulary). Based on mixed-effects modeling, phonics instruction led to significantly better L2 real word spelling accuracy and L2 vocabulary knowledge. Phonological short-term memory skills profited from phonics instruction, resulting in significantly higher scores over time. https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29711L2 literacy instructionphonicscognitive-linguistic skillsyoung English language learners |
| spellingShingle | Heike Mlakar Marco Schilk L2 English Reading, Spelling, and Cognitive-Linguistic Development Language and Literacy: A Canadian Educational e-journal L2 literacy instruction phonics cognitive-linguistic skills young English language learners |
| title | L2 English Reading, Spelling, and Cognitive-Linguistic Development |
| title_full | L2 English Reading, Spelling, and Cognitive-Linguistic Development |
| title_fullStr | L2 English Reading, Spelling, and Cognitive-Linguistic Development |
| title_full_unstemmed | L2 English Reading, Spelling, and Cognitive-Linguistic Development |
| title_short | L2 English Reading, Spelling, and Cognitive-Linguistic Development |
| title_sort | l2 english reading spelling and cognitive linguistic development |
| topic | L2 literacy instruction phonics cognitive-linguistic skills young English language learners |
| url | https://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29711 |
| work_keys_str_mv | AT heikemlakar l2englishreadingspellingandcognitivelinguisticdevelopment AT marcoschilk l2englishreadingspellingandcognitivelinguisticdevelopment |