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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - The implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language
AU - Oakley, M. Joan
AU - Kormos, Judit
AU - McCray, Gareth
PY - 2022/3/18
Y1 - 2022/3/18
N2 - The aim of this study was to investigate the effects of focused reading interventions on the eye movement patterns and reading scores of second language (L2) learners. We compared two groups of proficiency matched Arabic L2 learners before and after an intensive reading intervention program. Two classes received a barrage of reading interventions and two classes served as comparison groups. The intervention program consisted of textual enhancement, phonological awareness training, training in word recognition, spelling instruction and oral text reading fluency. Analysis of reading scores showed a significant improvement over time, but no significant impact of the intervention. Both the intervention and comparison groups showed improvement in their eye tracking measures, but no significant difference in gains between the intervention and the comparison groups was found. The study provides a building block for future studies using focused pedagogical interventions with this particular group of learners.
AB - The aim of this study was to investigate the effects of focused reading interventions on the eye movement patterns and reading scores of second language (L2) learners. We compared two groups of proficiency matched Arabic L2 learners before and after an intensive reading intervention program. Two classes received a barrage of reading interventions and two classes served as comparison groups. The intervention program consisted of textual enhancement, phonological awareness training, training in word recognition, spelling instruction and oral text reading fluency. Analysis of reading scores showed a significant improvement over time, but no significant impact of the intervention. Both the intervention and comparison groups showed improvement in their eye tracking measures, but no significant difference in gains between the intervention and the comparison groups was found. The study provides a building block for future studies using focused pedagogical interventions with this particular group of learners.
KW - arabic learners
KW - eye-tracking
KW - phonological awareness
KW - reading comprehension
KW - reading fluency
KW - reading instruction
KW - spelling
KW - textual enhancement
KW - vowel blindness
KW - word recognition
U2 - 10.1558/isla.18885
DO - 10.1558/isla.18885
M3 - Journal article
AN - SCOPUS:85127548999
VL - 6
SP - 3
EP - 28
JO - Instructed Second Language Acquisition
JF - Instructed Second Language Acquisition
SN - 2398-4155
IS - 1
ER -