Department of Research and Evaluation Authority, Oranim Academic College of Education, Tivon 36006, Israel; Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa 31905, Israel.
J Exp Child Psychol. 2014 Jan;117:45-58. doi: 10.1016/j.jecp.2013.08.008. Epub 2013 Oct 15.
The aim of this study was to examine self-teaching in the context of English as a foreign language literacy acquisition. Three groups comprising 88 sixth-grade children participated. The first group consisted of Russian-Hebrew-speaking bilinguals who had acquired basic reading skills in Russian as their first language (L1) and literacy and who were literate in Hebrew as a second language. The second group consisted of Russian-Hebrew-speaking bilinguals who had not learned to read in their native Russian but had acquired Hebrew as their first literate language. The third group consisted of Hebrew-speaking monolingual children who were literate in Hebrew. This design facilitated examining the effect of biliteracy and bilingualism on basic English reading skills. We hypothesized that due to the proximity between the Russian and English orthographies as opposed to the Hebrew-English "distance," the Russian-Hebrew-speaking biliterate group who acquired basic reading and spelling skills in L1 Russian would have superior self-teaching in English as opposed to the two other groups. The standard two-session self-teaching paradigm was employed with naming (speed and accuracy) and orthographic choice as posttest measures of orthographic learning. Results showed that after 4 years of English instruction, all three groups showed evidence of self-teaching on naming speed and orthographic recognition. The Russian-Hebrew-speaking biliterate group, moreover, showed a partial advantage over the comparison groups for initial decoding of target pseudowords and clear-cut superiority for measures of later orthographic learning, thereby showing self-teaching while supporting the script dependence hypothesis.
本研究旨在考察英语作为外语的读写能力习得过程中的自我教学。共有 88 名六年级儿童参与了三组实验。第一组由俄语-希伯来语双语者组成，他们在母语俄语中已经掌握了基本的阅读技能和读写能力，并且在第二语言希伯来语中也是读写者。第二组由俄语-希伯来语双语者组成，他们没有在母语俄语中学习阅读，但已经掌握了希伯来语作为第一读写语言。第三组由希伯来语单语儿童组成，他们在希伯来语中是读写者。这种设计有助于考察双语和双语能力对基本英语阅读技能的影响。我们假设，由于俄语和英语的正字法相似，而希伯来语和英语的正字法不同，因此在母语俄语中获得基本阅读和拼写技能的俄语-希伯来语双语者在英语自我教学方面会优于其他两组。标准的两阶段自我教学范式被用于命名（速度和准确性）和正字法选择作为正字法学习的后测指标。结果表明，在接受了 4 年的英语教学后，所有三组都在命名速度和正字法识别方面表现出自我教学的证据。此外，俄语-希伯来语双语者在目标伪词的初始解码方面表现出部分优势，在后来的正字法学习方面表现出明显的优势，从而在支持脚本依赖假说的同时表现出自我教学。
