Semiotic anomalies in English, as second language learners of immigrant parents acquire first time literacy
Year: 2010
Type: dissertation
Study design: Observational Study
Abstract: Research has shown that literacy acquisition and the ultimate realisation of literacy, comprehension \nof the written text requires more than the ability to decode individual words. This study brings \ntogether a synthesis of current research on early language acquisition, language structure, \nvocabulary development and its intrinsic underpinning of comprehension in monolinguals thereby \nproviding a theoretical framework for a comparative study of limited English proficient learners \n(LEP’s)/English language learners (ELLs) acquiring first time literacy with the attendant vocabulary \ndeficits and age appropriate decoding skills. A quantitative and qualitative study examines the \nstatistical differences between reading, vocabulary, rapid automatic naming (RAN/decoding) and \ncomprehension when a learner born of foreign parents acquires first time literacy in a language \nother than the language spoken at home. The study isolates and specifies an at risk educational \nminority through the identification of a hidden comprehension deficit (HCD). \nIn summarising the main findings from the literature review and the empirical investigation, an “at \nrisk educational minority” was identified and isolated through the identification of the HCD. The \nenvisioned outcome was achieved and the hypothesis accepted.
Author: Elizabeth Claire Gien Snelgar
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2158008657