Research Paper Requirement
For this research requirement I chose three different experiments to examine thoroughly. The first of these experiments came from the Journal of Experimental Child Psychology. The study done in this journal was an examination of orthographic learning and self-teaching in a bilingual and biliterate context. The aim of the study was to figure out the advantages and/or disadvantages of a student learning a native language when they are either monolingual, bilingual, or biliterate, and the study was focused on learning English because this is the most commonly learned non-native language in the world.
The method for this experiment consisted of taking a sample of 88 sixth-grade children that came from socioeconomically middle-ranked elementary schools in northern Israel. There were three groups of children. The first group was made up of 31 Russian-Hebrew speaking biliterates. The second group comprised of 16 Russian-Hebrew speaking bilinguals but with only very basic knowledge of the Russian alphabet. The third group was a group of 41 monolingual Hebrew-speaking children.
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
The next task these groups were asked to complete was to test the children’s ability to self-teach. Two sessions were conducted. The first session took place a week before the second session and in this session students were exposed to a list of 12 short texts, each containing about 5 sentences and two versions of each text were given to the groups, each with a target pseudo word. Example: A chesk/hesk is a fruit that you find in South America. A chesk/hesk is big, yellow, and sweet… etc. The italicized words are the target pseudowords. A week after this session, the second session took place in order to examine the children’s ability to name the correct pseudo words and also to provide the correct spelling of these pseudowords.
This experiment provided numerous results. The bilingual group was significantly more accurate with naming the correct pseudowords with their definitions having a success rate of 70.4% as compared with 58.9% and 50.3% for the Russian-Hebrew monoliterates and the Hebrew-speaking monolinguals respectively. The results also showed that the Russian-Hebrew monoliterates and Hebrew-speaking monolinguals shared similar results. For orthographic choice, the Russian-Hebrew speaking biliterates showed to have a 76.9% rate as compared to 61.5% and 64.1% for the other two groups; this suggests that being biliterate is a large advantage when trying to self-teach yourself a new...