The effects of large-group instruction, modeling, or see the sound/visual phonics on undergraduate students learning to read Italian

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dc.contributor.authorCihon, Tracy
dc.contributor.authorMorford, Zachary
dc.contributor.authorStephens, Christopher J.
dc.contributor.authorMorrison, Dorothy
dc.contributor.authorShrontz, Rachael
dc.contributor.authorKelly, Kimberly L.
dc.date.accessioned2020-05-22T02:16:02Z
dc.date.available2020-05-22T02:16:02Z
dc.date.issued2013-04
dc.description.abstractReading in the second language (L2) allows learners access to new vocabulary and opportunities to translate from the L2 to the first language (L1) and vice versa. In this paper, we describe three studies that explored strategies for developing L2 Italian decoding repertoires. Participants were undergraduate students preparing for a short-term study abroad trip to Italy. The results indicate that most participants acquired the target Italian letter(s)-sound relations with group instruction and that modeling and/or modeling with See the Sound/Visual Phonics were effective interventions for participants who struggled to acquire the L2 repertoires. Results are discussed in terms of selecting the effective teaching strategies to develop L2 decoding repertoires.
dc.identifier.doi10125/66677
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66677
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectItalian
dc.subjectmodeling
dc.subjectreading
dc.subjectSee the Sound/Visual Phonics
dc.subjectundergraduates
dc.titleThe effects of large-group instruction, modeling, or see the sound/visual phonics on undergraduate students learning to read Italian
dc.typeSpecial
dc.type.dcmiText
local.rfl.topicReading in Languages other than English
prism.endingpage51
prism.number1
prism.startingpage26
prism.volume25

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Volume 25, No. 1 Special Issue: Reading in Less Commonly Taught Languages