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Reading in a Foreign Language, v21 n1 p22-36 Apr 2009

For the majority of people in Ireland, Irish is a second language acquired primarily through the schooling system. This study examined the reading strategies children used in response to English and Irish words (presented in isolation), through an analysis of their oral reading errors. Children in their 4th year of schooling attending English-medium schools, immersion schools, and Irish-medium schools in Irish-speaking (Gaeltacht) regions participated. The English-medium school children scored significantly below the other 3 groups on the Irish task; the Gaeltacht school children scored below the other 3 groups on the English task. Overall, the children made significantly more real-word errors on the English task compared with the Irish task and significantly more nonword errors on the Irish task compared with the English task. These findings suggest that children learning to read in English and Irish may adopt different strategies when faced with unfamiliar words from each language. (Contains 3 tables and 1 figure.)

Descriptors: Oral Reading, Immersion Programs, Early Reading, Reading Strategies, Foreign Countries, Irish, English, Second Language Learning, Second Language Instruction, Error Patterns, Language of Instruction, Comparative Analysis, Task Analysis

Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl[at]hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/

Autor: Parsons, Christine E.; Lyddy, Fiona

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3522&id=EJ838387

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