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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 59 1 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers Budde, Christina Marie. - 2020 BASE Show details 2 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching Durham, Carmen. - 2020 BASE Show details 3 Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports Stump , Megan. - 2020 BASE Show details 4 THE EFFECTS OF TRAINING FOR AUTOMATICITY ON MULTIWORD RECOGNITION JEONG, HYOJIN. - 2020 BASE Show details 5 SELECTIVITY IN LEXICAL ACCESS AMONG BILINGUALS OF ORTHOGRAPHICALLY DISTINCT SCRIPTS AND THE ROLE OF EXECUTIVE FUNCTIONS Al Thowaini, Buthainah M. - 2020 BASE Show details 6 EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS Hillman, Kyoko Kobayashi. - 2020 BASE Show details 7 COMPREHENSION OF CONVERSTATIONAL IMPLICATURE: EXAMINING EVIDENCE OF ITS SEPARABILITY AS A LISTENING SUBSKILL O'Connell, Stephen Patrick. - 2019 BASE Show details 8 EFFECTS OF WORD AND STUDENT FACTORS ON INSTRUCTIONAL REINFORCEMENT IN A VOCABULARY PROGRAM IMPLEMENTED WITH SECOND GRADE BILINGUALS Artzi, Lauren. - 2018 BASE Show details 9 Pathways to Proficiency: Examining the Coherence of Initial Second Language Acquisition Patterns within the Language Difficulty Categorization Framework Masters, Megan. - 2018 BASE Show details 10 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 11 SECOND LANGUAGE LEXICAL REPRESENTATION AND PROCESSING OF MANDARIN CHINESE TONES Pelzl, Eric. - 2018 BASE Show details 12 Lexical competition in native and nonnative auditory word recognition Lancaster, Alia. - 2018 BASE Show details 13 IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES. Sharp, Steven Kary. - 2017 BASE Show details 14 ELEMENTARY TEACHERS’ KNOWLEDGE, PRACTICES, AND PERCEPTIONS OF TEACHING ENGLISH LEARNERS Adams, Wauchilue D.. - 2017 BASE Show details 15 KOREAN PRE-SERVICE TEACHERS’ BELIEFS ABOUT SECOND LANGUAGE PEDAGOGY IN THE CONTEXT OF GOVERNMENT MANDATED EDUCATIONAL REFORMS: A MIXED-METHODS STUDY Hwang, Suh Young. - 2017 BASE Show details 16 CROSS-LINGUISTIC TRANSFER OF SPELLING SKILLS IN SPANISH-SPEAKING ADULT ESL LEARNERS Bai, Yu. - 2016 Abstract: Spelling is an important literacy skill, and learning to spell is an important component of learning to write. Learners with strong spelling skills also exhibit greater reading, vocabulary, and orthographic knowledge than those with poor spelling skills (Ehri & Rosenthal, 2007; Ehri & Wilce, 1987; Rankin, Bruning, Timme, & Katkanant, 1993). English, being a deep orthography, has inconsistent sound-to-letter correspondences (Seymour, 2005; Ziegler & Goswami, 2005). This poses a great challenge for learners in gaining spelling fluency and accuracy. The purpose of the present study is to examine cross-linguistic transfer of English vowel spellings in Spanish-speaking adult ESL learners. The research participants were 129 Spanish-speaking adult ESL learners and 104 native English-speaking GED students enrolled in a community college located in the South Atlantic region of the United States. The adult ESL participants were in classes at three different levels of English proficiency: advanced, intermediate, and beginning. An experimental English spelling test was administered to both the native English-speaking and ESL participants. In addition, the adult ESL participants took the standardized spelling tests to rank their spelling skills in both English and Spanish. The data were analyzed using robust regression and Poisson regression procedures, Mann-Whitney test, and descriptive statistics. The study found that both Spanish spelling skills and English proficiency are strong predictors of English spelling skills. Spanish spelling is also a strong predictor of level of L1-influenced transfer. More proficient Spanish spellers made significantly fewer L1-influenced spelling errors than less proficient Spanish spellers. L1-influenced transfer of spelling knowledge from Spanish to English likely occurred in three vowel targets (/ɑɪ/ spelled as ae, ai, or ay, /ɑʊ/ spelled as au, and /eɪ/ spelled as e). The ESL participants and the native English-speaking participants produced highly similar error patterns of English vowel spellings when the errors did not indicate L1-influenced transfer, which implies that the two groups might follow similar trajectories of developing English spelling skills. The findings may help guide future researchers or practitioners to modify and develop instructional spelling intervention to meet the needs of adult ESL learners and help them gain English spelling competence. Keyword: Adult; Adult education; Education; English as a second language; ESL; Literacy; Spelling; Transfer URL: http://hdl.handle.net/1903/18182 https://doi.org/10.13016/M2548M BASE Hide details 17 THE RELATIVE SIGNIFICANCE OF SYNTACTIC KNOWLEDGE AND VOCABULARY KNOWLEDGE IN SECOND LANGUAGE LISTENING COMPREHENSION Vafaee, Payman. - 2016 BASE Show details 18 EXPLICIT WRITTEN CORRECTIVE FEEDBACK AND LANGUAGE APTITUDE IN SLA: IMPLICATIONS FOR IMPROVEMENT OF LINGUISTIC ACCURACY Benson, Susan Dianne. - 2016 BASE Show details 19 Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback Yao, Qin. - 2016 BASE Show details 20 Identifying the Supports and Challenges of High School Latino English Language Learners Hanks-Sloan, Alison Elizabeth. - 2016 BASE Show details Page: 1 2 3

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