ERIC Number: ED471994
Record Type: RIE
Publication Date: 2002
Patterns of Word Recognition Errors Among Adult Basic Education Native and Nonnative Speakers of English. NCSALL Research Brief.
Davidson, Rosalind Kasle; Strucker, John
The patterns of word recognition errors among native and nonnative speakers of English in adult basic education classes were compared in a study that focused on the 212 of the 676 learners in the Adult Reading Components Study who scored between grade equivalent (GE) 4 and 6 in word recognition. Key findings were as follows: (1) highly similar scores on decoding tests do not necessarily mean that people use similar decoding strategies; (2) the error patterns of native and nonnative English speakers differ; (3) error patterns among nonnative English speakers differ depending on whether exposure to English took place before or after age 12; (4) as readers, the nonnative English speakers more closely resembled normally developing young readers, whereas the native speakers more closely resembled children with learning disabilities. The following were among the study's implications: (1) adult literacy centers should consider offering different approaches to accommodate the needs of different kinds of intermediate readers; (2) teachers must know not only the phonics principles adult learners appear to have mastered but also those that they use automatically when they read; (3) future research should analyze both phonetically regular and nonphonetic words; and (4) a more refined error classification system could be beneficial. (MN)
Descriptors: Adult Basic Education, Adult Literacy, Beginning Reading, Comparative Analysis, Decoding (Reading), Educational Policy, Educational Practices, Educational Research, English, English (Second Language), Error Analysis (Language), Instruction, Literacy Education, Native Speakers, Research Needs, Second Language Instruction, Word Recognition
For full text: http://ncsall.gse.harvard.edu/research/brief_strucker.pdf
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
Authoring Institution: National Center for the Study of Adult Learning and Literacy, Boston, MA.