Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with a
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RESEARCH PAPER
Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2 Marita Konerding Maria Klatte
. Kirstin Bergstro¨m
. Thomas Lachmann
.
Received: 11 May 2020 / Revised: 24 July 2020 / Accepted: 17 August 2020 Ó The Author(s) 2020
Abstract As a consequence of globalization and migration, the number of children receiving literacy instruction in their second language (L2) is high and still increasing. Therefore, teachers need instruction methods that are effective in both L1 and L2 learners. Here, we investigate the effectiveness of a computerized training program combining phoneme perception, phonological awareness, and systematic phonics, in a sample of second-graders (N = 26) instructed in German as L2. Based on prior evidence concerning (1) literacy acquisition in L2 and (2) effects of literacy development on oral language abilities, we expected significant training effects on children’s literacy skills and vocabulary knowledge. The children of the training group worked through the program during
M. Konerding (&) K. Bergstro¨m T. Lachmann M. Klatte Center of Cognitive Science, Cognitive and Developmental Psychology, University of Kaiserslautern, Kaiserslautern, Germany e-mail: [email protected]
school lessons, 20 min per day, for a period of 8 weeks. The controls continued to receive standard classroom instruction. German tests of phonological awareness, reading, spelling, and vocabulary were performed at three time points (pretest, immediate posttest, and follow-up after 9 weeks). Analyses confirmed that improvements in phonological awareness, spelling, and vocabulary between pretest and posttest were stronger in the training group when compared to the controls. For spelling and vocabulary, these effects were still significant at follow-up. Effect sizes were medium to high. For the reading measures, no group differences were found. In sum, the results yield further evidence for the effectiveness of phonicsbased literacy instruction in L2 learners, and for the beneficial effects of basic literacy skills on novel word learning. Keywords Second language learners Phonics instruction Phonological representations Orthographic facilitation Computer-based intervention Orthographic representations
K. Bergstro¨m e-mail: [email protected] T. Lachmann e-mail: [email protected] M. Klatte e-mail: [email protected] T. Lachmann Facultad de Lenguas y Educacio´n, Universidad Nebrija, Madrid, Spain
Introduction As a result of globalization and migration, many children receive literacy instruction in their second language (L2). In Germany, the proportion of primary
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J Cult Cogn Sci
school children with a migration background is 37% on average, and more than 60% in metropolitan areas (Autorengruppe Bildungsberichterstattung 2018; Klatte et al. 2017a). About 20% of these children are learning German as L
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