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Individual differences in foreign language attainment of children with poor literacy skills

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posted on 28.03.2022, 23:23 by Alexa Von Hagen
A common belief in many educational contexts is that students with poor literacy skills are worse at learning foreign languages than their peers with typical literacy skills. Past research confirms this concern. However, this evidence is almost entirely based on group studies, which average highly variable performance of individual children. A systematic investigation of individual differences in the foreign language attainment of children with poor literacy skills is currently missing. The present project aimed to fill this gap. The first chapter is a systematic review and meta-analysis of the available evidence on this topic. The second chapter investigated to what extent results of group comparisons between children with poor and typical literacy skills are representative of the individual foreign language performance of poor readers/spellers. The third chapter explores potential sources of this variability, with a focus on native language skills. Finally, in the fourth chapter, foreign language word knowledge is examined as a function of task complexity and word characteristics. In summary, this project deepens our understanding of individual differences in foreign language attainment of children with poor literacy skills. Our findings reveal that the common belief that children with poor literacy skills are worse at learning foreign languages than their classmates with average literacy skills, does not hold for every child with poor literacy skills. Even when foreign language learning difficulties emerge, the subskills in which poor readers/spellers struggle are quite diverse. The extent to which these foreign language deficits are associated with equivalent native language deficits seems to vary across subskills. Overall, the results of this project provide new insights to guide parents and teachers in making evidence-based decisions on the foreign language education of children with poor literacy skills.

History

Table of Contents

General introduction -- Chapter 1. Foreign language attainment of children/adolescents with poor literacy skills : a systematic review and meta-analysis -- Chapter 2. Individual differences in foreign language attainment of children with poor literacy skills -- Chapter 3. Sources of individual differences in foreign language attainment of children with poor literacy skills -- Chapter 4. Lexical quality in foreign language word knowledge of children with poor literacy skills -- General discussion -- Appendix.

Notes

"ARC Centre of Excellence in Cognition and its Disorders (CCD), Department of Cognitive Science, Macquarie University, Sydney, Australia" -- title page. Includes bibliographical references Empirical thesis. "The work presented in this thesis was carried out as part of the Erasmus Mundus joint International Doctorate for Experimental Approaches to Language and Brain (IDEALAB) and was funded by the European Commission within the action nr. 2015-1603/001-001-EMJD" -- page iii.

Awarding Institution

Macquarie University

Degree Type

Thesis PhD

Degree

PhD, Macquarie University, Faculty of Human Sciences, Department of Cognitive Science

Department, Centre or School

Department of Cognitive Science

Year of Award

2018

Principal Supervisor

Saskia Kohnen

Additional Supervisor 1

Nicole Stadie

Rights

Copyright Alexa von Hagen 2018. Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Extent

1 online resource (xiv, 322 pages) graphs, tables

Former Identifiers

mq:70781 http://hdl.handle.net/1959.14/1267671