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The implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language. / Oakley, M. Joan; Kormos, Judit; McCray, Gareth.
In: Instructed Second Language Acquisition, Vol. 6, No. 1, 18.03.2022, p. 3-28.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Oakley, MJ, Kormos, J & McCray, G 2022, 'The implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language', Instructed Second Language Acquisition, vol. 6, no. 1, pp. 3-28. https://doi.org/10.1558/isla.18885

APA

Oakley, M. J., Kormos, J., & McCray, G. (2022). The implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language. Instructed Second Language Acquisition, 6(1), 3-28. https://doi.org/10.1558/isla.18885

Vancouver

Oakley MJ, Kormos J, McCray G. The implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language. Instructed Second Language Acquisition. 2022 Mar 18;6(1):3-28. doi: 10.1558/isla.18885

Author

Oakley, M. Joan ; Kormos, Judit ; McCray, Gareth. / The implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language. In: Instructed Second Language Acquisition. 2022 ; Vol. 6, No. 1. pp. 3-28.

Bibtex

@article{679b6b4f857c43729e6c84ca58c12eb2,
title = "The implementation of an intensive second language reading intervention program for Arabic L1 learners of English as a foreign language",
abstract = "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.",
keywords = "arabic learners, eye-tracking, phonological awareness, reading comprehension, reading fluency, reading instruction, spelling, textual enhancement, vowel blindness, word recognition",
author = "Oakley, {M. Joan} and Judit Kormos and Gareth McCray",
year = "2022",
month = mar,
day = "18",
doi = "10.1558/isla.18885",
language = "English",
volume = "6",
pages = "3--28",
journal = "Instructed Second Language Acquisition",
issn = "2398-4155",
publisher = "Equinox Publishing Ltd",
number = "1",

}

RIS

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 -