L2 English Reading, Spelling, and Cognitive-Linguistic Development: Evaluating the Effects of Phonics versus Whole Word Instruction in L1 German Elementary Students.
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| Title: | L2 English Reading, Spelling, and Cognitive-Linguistic Development: Evaluating the Effects of Phonics versus Whole Word Instruction in L1 German Elementary Students. |
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| Authors: | MLAKAR, HEIKE1, SCHILK, MARCO1 |
| Source: | Language & Literacy: A Canadian Educational E-Journal. 2025, Vol. 27 Issue 2, p160-200. 41p. |
| Subject Terms: | *Short-term memory, *Spelling ability, *Reading comprehension, *Literacy programs, *Phonics, *Phonological awareness |
| Abstract: | This study explores the effects of two two-year literacy intervention programs (phonics and whole word) on L1 German speaking children's L2 English reading, spelling, and cognitive-linguistic development (N = 49). We assessed reading skills (L2 reading comprehension and fluency), spelling ability (L2 real word and pseudoword accuracy), and cognitive-linguistic skills (working memory, phonological short-term memory, non-verbal intelligence, phonological awareness, L2 receptive grammar, and vocabulary). Based on mixed-effects modeling, phonics instruction led to significantly better L2 real word spelling accuracy and L2 vocabulary knowledge. Phonological short-term memory skills profited from phonics instruction, resulting in significantly higher scores over time. [ABSTRACT FROM AUTHOR] |
| Copyright of Language & Literacy: A Canadian Educational E-Journal is the property of Language & Literacy and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186041477 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: L2 English Reading, Spelling, and Cognitive-Linguistic Development: Evaluating the Effects of Phonics versus Whole Word Instruction in L1 German Elementary Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22MLAKAR%2C+HEIKE%22">MLAKAR, HEIKE</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22SCHILK%2C+MARCO%22">SCHILK, MARCO</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+%26+Literacy%3A+A+Canadian+Educational+E-Journal%22">Language & Literacy: A Canadian Educational E-Journal</searchLink>. 2025, Vol. 27 Issue 2, p160-200. 41p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study explores the effects of two two-year literacy intervention programs (phonics and whole word) on L1 German speaking children's L2 English reading, spelling, and cognitive-linguistic development (N = 49). We assessed reading skills (L2 reading comprehension and fluency), spelling ability (L2 real word and pseudoword accuracy), and cognitive-linguistic skills (working memory, phonological short-term memory, non-verbal intelligence, phonological awareness, L2 receptive grammar, and vocabulary). Based on mixed-effects modeling, phonics instruction led to significantly better L2 real word spelling accuracy and L2 vocabulary knowledge. Phonological short-term memory skills profited from phonics instruction, resulting in significantly higher scores over time. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language & Literacy: A Canadian Educational E-Journal is the property of Language & Literacy and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186041477 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20360/langandlit29711 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 41 StartPage: 160 Subjects: – SubjectFull: Short-term memory Type: general – SubjectFull: Spelling ability Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Literacy programs Type: general – SubjectFull: Phonics Type: general – SubjectFull: Phonological awareness Type: general Titles: – TitleFull: L2 English Reading, Spelling, and Cognitive-Linguistic Development: Evaluating the Effects of Phonics versus Whole Word Instruction in L1 German Elementary Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: MLAKAR, HEIKE – PersonEntity: Name: NameFull: SCHILK, MARCO IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14960974 Numbering: – Type: volume Value: 27 – Type: issue Value: 2 Titles: – TitleFull: Language & Literacy: A Canadian Educational E-Journal Type: main |
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