Effects of structural features on word recognition development of hispanic and non-hispanic second graders

Effects of structural features on word recognition development of hispanic and non-hispanic... Do Hispanic and non-Hispanic second graders acquire knowledge ofstructural features of words in the same order and at the same rate? Doesthe order and rate of acquisition of structural features produce differentialeffects on their word recognition performance? An analysis of these effectswas the focus of our research. The subjects studied were 36 Hispanic and 39non-Hispanic second grade students in a rural West Texas School District.The effects of ten structural features of words on Hispanic and non-Hispanicsecond graders' word recognition performance were examined. The resultsrevealed an interesting phenomenon: both groups appear to be acquiringknowledge of the structural features of words at different rates, but in aroughly similar order with Hispanic learners lagging behind the non-Hispanic counterparts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Effects of structural features on word recognition development of hispanic and non-hispanic second graders

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2000 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1026424812413
Publisher site
See Article on Publisher Site

Abstract

Do Hispanic and non-Hispanic second graders acquire knowledge ofstructural features of words in the same order and at the same rate? Doesthe order and rate of acquisition of structural features produce differentialeffects on their word recognition performance? An analysis of these effectswas the focus of our research. The subjects studied were 36 Hispanic and 39non-Hispanic second grade students in a rural West Texas School District.The effects of ten structural features of words on Hispanic and non-Hispanicsecond graders' word recognition performance were examined. The resultsrevealed an interesting phenomenon: both groups appear to be acquiringknowledge of the structural features of words at different rates, but in aroughly similar order with Hispanic learners lagging behind the non-Hispanic counterparts.

Journal

Reading and WritingSpringer Journals

Published: Oct 7, 2004

References

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