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Language Out Loud : = Investigating the Role of Lower-Level Processes in Reading and Phonological Recoding in the Initial Stages of Foreign Language Acquisition.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Language Out Loud :/
其他題名:	Investigating the Role of Lower-Level Processes in Reading and Phonological Recoding in the Initial Stages of Foreign Language Acquisition.
作者:	de Cortes, Kaitlin Porter.
面頁冊數:	1 online resource (234 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	Pedagogy. -
電子資源:	click for full text (PQDT)
ISBN:	9798379506452

Language Out Loud : = Investigating the Role of Lower-Level Processes in Reading and Phonological Recoding in the Initial Stages of Foreign Language Acquisition.
de Cortes, Kaitlin Porter.

Language Out Loud :Investigating the Role of Lower-Level Processes in Reading and Phonological Recoding in the Initial Stages of Foreign Language Acquisition. - 1 online resource (234 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2023.

Includes bibliographical references

The inquiries of the present investigation aim to consider the role of reading, including the processes involved in reading and reading instruction, in the initial stages of foreign language (FL) learning, specifically emphasizing their application in phonological recoding, regardless of semantic comprehension. This study presents a narrative review of the literature in areas such as the science of reading, skill acquisition theory, oral reading fluency, and FL instruction, as well as the overlap in L1 and L2 literacy processes. The examination of the pre-existing literature includes a composite model created to visually and succinctly present and integrate the material discussed. This model demonstrates the underlying constructs associated with generating output from written discourse.Results from the analyses revealed that the textbook used for the initial stages of FL learning does not prioritize explicit phonetic instruction, the orality of written language, nor engagement with authentic target language literature. Research in L1 literacy processes have demonstrated that explicit instruction in letter-sound correspondences, followed by extensive practice with these skills in extended reading is essential to reading development (Kyte and Johnson; Share; Yoncheva et al.). Yet, despite research demonstrating the importance of these lower-level processing skills and engaging with extended target language discourse in FL learning as well (Askildson; Grabe; Maxim; Nassaji), grapho-phonemic instruction, reading, and phonological recoding are overlooked in the initial stages of FL instruction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379506452Subjects--Topical Terms:

1148703
Pedagogy.
Subjects--Index Terms:

DecodingIndex Terms--Genre/Form:

554714
Electronic books.

Language Out Loud : = Investigating the Role of Lower-Level Processes in Reading and Phonological Recoding in the Initial Stages of Foreign Language Acquisition.
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