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ID 116460
Author
Content Type
Journal Article
Description
Phonological awareness underpins reading comprehension. It is recommended that English learners attain phonological awareness before reading instruction begins, and that once learners start to read, they be provided with the opportunity to simultaneously listen to the text. Nevertheless, English learners undertake silent reading without the necessary foundation of phonological awareness. This is suggested by the nature of their spelling errors, because spelling errors reveal phonological assumptions. First, I compare the spelling errors of L1 English-speaking children, L1 English speaking teenagers and adults, and L2 English learners in Japan. This comparison reveals that the first two groups tend to make errors based on phonology, whereas the latter make errors which cannot be interpreted in terms of English phonology. This suggests that many English learners have not developed sufficient phonological awareness. Next I present ways to foster phonological awareness as a foundation for reading comprehension.
Journal Title
Hyperion
ISSN
18840515
NCID
AN00040454
Publisher
徳島大学英語英文学会
Volume
66
Start Page
43
End Page
52
Sort Key
43
Published Date
2020-03-31
EDB ID
FullText File
language
eng
TextVersion
Publisher
departments
Integrated Arts and Sciences