• norsk
    • English
  • English 
    • norsk
    • English
  • Login
View Item 
  •   Home
  • Fakultet for lærerutdanning og internasjonale studier (LUI)
  • LUI - Institutt for internasjonale studier og tolkeutdanning (IST)
  • View Item
  •   Home
  • Fakultet for lærerutdanning og internasjonale studier (LUI)
  • LUI - Institutt for internasjonale studier og tolkeutdanning (IST)
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Morphological Correspondences in the Reading-Writing Relation among L2 Learners

Tonne, Ingebjørg; Pihl, Joron
Journal article, Peer reviewed
Postprint
Thumbnail
View/Open
1097616.pdf (288.6Kb)
URI
https://hdl.handle.net/10642/2803
Date
2015
Metadata
Show full item record
Collections
  • LUI - Institutt for internasjonale studier og tolkeutdanning (IST) [135]
Abstract
Studies show that morphological and lexical awareness is a particularly important variable for reading comprehension after the primary school years. Research on L1 students’ reading and writing competence has revealed correlations between reading and writing with regard to metalinguistic awareness, specifically also with regard to the subtypes morphological and lexical awareness. On the other hand; studies of L2 reading and writing relations are scarce and partial. In this paper we study potential correlations between reading and writing regarding morphological and lexical awareness for 3rd – 6th grade students with Norwegian as a second language. A reading-writing pattern emerges showing that derivational morphological features in the students’ reading correlate with derivational features in the students’ writing, whereas we find no significant correlations for compositional and inflectional morphology in the reading-writing relation in our study. In addition, complex expressions, also called opaque expressions, are found to be partially understood by the students when they read, but these kinds of expressions are almost absent in their writing. The study contributes to filling in the picture of how the two literacy activities—reading and writing—interact in a L2 literacy development perspective.
Publisher
Meena Singhal & John I. Liontas
Series
The Reading Matrix;

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit
 

 

Browse

ArchiveCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDocument TypesJournalsThis CollectionBy Issue DateAuthorsTitlesSubjectsDocument TypesJournals

My Account

Login

Statistics

View Usage Statistics

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit