Writing High-Frequency Words at Early Stages of L2 Acquisitiongender and School Differences

  1. Carrasco Polaino, Rafael
  2. Antropova, Svetlana
  3. Anguita Acero, Juana María
Revista:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Año de publicación: 2023

Volumen: 41

Número: 1

Páginas: 167-183

Tipo: Artículo

DOI: 10.6018/RIE.514101 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: Revista de investigación educativa, RIE

Resumen

Dentro del ámbito de educativo, hay dos aspectos que generan importante controversia con respecto a su influencia o no en los procesos de enseñanza-aprendizaje de segundas lenguas: género del alumnado y tipo de colegio. El objetivo de este estudio consiste en ver si dichos elementos pueden estar relacionados con la escritura de determinadas palabras de alta frecuencia en inglés, las cuales aparecen en las listas Dolch y Fry, respectivamente, en un total de 623 estudiantes españoles con edades comprendidas entre los 8-9 años. Partiendo del análisis con SPSS de los errores cometidos por dichos estudiantes, se llevó a cabo un posterior estudio más en profundidad en el que se hizo uso de los siguientes instrumentos: la prueba de Kolmogorov-Smirnov para identifican las diferencias significativas existentes; la prueba de Kruskal-Wallis para comparar los errores encontrados atendiendo al tipo de colegio (mixto o segregado); y la prueba U de Mann-Whitney para comparar los errores cometidos atendiendo al género de los estudiantes. Los resultados evidencian que lo que más influyó en la escritura de determinadas palabras de alta frecuencia no era el género de los alumnos sino el tipo de colegio donde recibían formación. A fin de tener una base más sólida en lo que respecta a las conclusiones, sería necesaria una mayor colaboración entre los profesores EFL de los tipos de colegios y un seguimiento sistemático de la escritura de palabras de alta frecuencia a largo de cursos posteriores. 

Referencias bibliográficas

  • Adams, A. M., & Simmons, F. R. (2019). Exploring individual and gender differences in early writing performance. Reading and Writing, 32(2), 235–263. https://doi.org/10.1007/s11145-018-9859-0
  • Antropova, S., Colt, F., & Lafita Lipperheide, M. (2019). Spelling performance by Spanish primary students using English as a Second Language: Analysis of the most common mistakes. 11th International Conference on Education and New Learning Technologies, 514–522. https://doi.org/http://dx.doi.org/10.21125/edulearn.2019
  • Aspiranti, K. B., & Hilton-Prillhart, A. (2021). The effect of a tablet-mediated flashcard intervention on the acquisition and maintenance of sight-word phrases. School Psycho-logy Review, 50, 1–8. https://doi.org/10.1080/2372966X.2020.1865777
  • Ahslund, I., & Boström, L. (2018). Teachers’ perceptions of gender differences: What about boys and girls in the classroom? International Journal of Learning, Teaching and Educational Research, 17(4), 28–44. https://doi.org/10.26803/ijlter.17.4.2
  • Babayiğit, S. (2015). The dimensions of written expression: Language group and gender differences. Learning and Instruction, 35, 33–41. https://doi.org/10.1016/j.learnins-truc.2014.08.006
  • Below, J. L., Skinner, C. H., Fearrington, J. Y., & Sorrell, C. A. (2010). Gender differences in early literacy: Analysis of kindergarten through fifth-grade dynamic indicators of basic early literacy skills probes. School Psychology Review, 39(2), 240–257. https://doi.org/10.1080/02796015.2010.12087776
  • Bialystok, E., Luk, G., & Kwan, E. (2009). Scientific studies of reading learning to read: Interactions among languages and writing systems bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9(1), 43–61. https://doi.org/10.1207/s1532799xssr0901
  • Brozo, W. G., Sulkunen, S., Shiel, G., Garbe, C., Pandian, A., & Valtin, R. (2014). Read-ing, gender, and engagement. Journal of Adolescent & Adult Literacy, 57(7), 584–593. https://doi.org/10.1002/jaal.291
  • Camps, J., & Vierheller, E. (2018). Single-sex schools in Spain: A qualitative analysis of the reasoning and perceptions of their principals. Revista Española de Pedagogía, 76(269), 101-117. https://doi.org/10.22550/REP76-1-2018-05
  • Chuy, M., & Nitulescu, R. (2014). PISA 2009. Explaining the gender gap in reading through reading engagement and approaches to learning. Council of Ministers of Education, Canada (CMEC). https://bit.ly/3LIgVBT
  • Chiu, M. M. (2018). Contextual influences on girls’ and boys’ motivation and reading achievement: Family, schoolmates, and country. In P. Orellana García & P. Baldwin Lind (Eds.), Reading achievement and motivation in boys and girls: Field studies and meth-odological approaches (pp. 49-63). Springer. https://doi.org/10.1007/978-3-319-75948-7_3
  • Cordeiro, C., Castro, S. L., & Limpo, T. (2018). Examining potential sources of gender differences in writing: The role of handwriting fluency and self-efficacy beliefs. Written Communication, 35(4), 448-473. https://doi.org/10.1177%2F0741088318788843
  • Cunningham, P. M. (2017). Phonics they use: Words for reading and writing. Pearson Education Ltd.
  • Dang, T. N. Y. (2020). High-frequency words in academic spoken English: Corpora and learners. ELT Journal, 74(2), 146–155. https://doi.org/10.1093/elt/ccz057
  • Dolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36(6), 456–460. https://doi.org/10.1086/457353
  • Dwarte, M. (2014). The impact of single-sex education on African American reading achievement: An analysis of an urban middle school’s reform effort. The Journal of Negro Education, 83(2), 162. https://doi.org/10.7709/jnegroeducation.83.2.0162
  • Farisiyah, U., Kartowagiran, B., & bin Hassan, A. (2021). English as a Foreign Lan-guage (EFL) learning assessment in single-sex and co-educational classrooms. REID (Research and Evaluation in Education), 7(1), 57-65. https://doi.org/10.21831/reid.v7i1.41644
  • Frost, R. L. A., Monaghan, P., & Christiansen, M. H. (2019). Mark my words: High frequency marker words impact early stages of language learning. Journal of Experi-mental Psychology: Learning, Memory, and Cognition, 45(10), 1883–1898. https://doi.org/10.1037/xlm0000683
  • Fry, E. (2000). 1000 instant words: The most common words for teaching reading, writing, and spelling. Teacher Created Resources., Inc.
  • Hartshorne, J. K., & Ullman, M. T. (2006). Why girls say ‘holded’ more than boys. Devel-opmental science, 9(1), 21-32. https://doi.org/10.1111/j.1467-7687.2005.00459.x
  • Hayes, A.R., Pahlke, E.E. & Bigler, R.S. (2011). The efficacy of single-sex education: Testing for selection and peer quality effects. Sex Roles, 65, 693–703. https://doi.org/10.1007/s11199-010-9903-2
  • Hu, X., & McGeown, S. (2020). Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System, 89, 102199https://doi.org/10.1016/j.system.2020.102199
  • Hussain, S. (2020). A comparison of students’ academic achievement in English in single-sex and co-educational schools. Review of Economics and Development Studies, 6(2), 645–655. https://doi.org/10.47067/reads.v6i2.230
  • Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581–592. https://doi.org/10.1037/0003-066X.60.6.581
  • Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why females are susceptible to experiencing problem-solving deficits in the presence of males. Psychological Science, 11(5), 365–371. https://doi.org/10.1111/1467-9280.00272J
  • Jiménez-García, E., & Verde-Romera, A. M. (2021). Los hábitos lectores de niños de educación primaria y análisis de contextos familiares y escolares. Revista Inclusiones, 8(Extra 5), 564-586. https://revistainclusiones.org/index.php/inclu/article/view/2512
  • Kaushanskaya, M., Gross, M., & Buac, M. (2013). Gender differences in child word learning. Learning and Individual Differences, 27, 82–89. https://doi.org/10.1016/j.lindif.2013.07.002
  • Kim, Y. S., Al Otaiba, S., Wanzek, J., & Gatlin, B. (2015). Toward an understanding of dimensions, predictors, and the gender gap in written composition. Journal of Educa-tional Psychology, 107(1), 79–95. https://doi.org/10.1037/a0037210
  • Kramer, J. H., Delis, D. C., Kaplan, E., O’Donnell, L., & Prifitera, A. (1997). Develop-mental sex differences in verbal learning. Neuropsychology, 11(4), 577–584. https://doi.org/10.1037/0894-4105.11.4.577
  • Kuperman, V., Bar-On, A., Bertram, R., Boshra, R., Deutsch, A., Kyröläinen, A. J., Mathio-poulou, B., Oralova, G., & Protopapas, A. (2021). Prevalence of spelling errors affects reading behavior across languages. Journal of Experimental Psychology: General, 150(10), 1974–1993. https://doi.org/10.1037/xge0001038
  • Lundberg, I., Larsman, P., & Strid, A. (2012). Development of phonological awareness during the preschool year: The influence of gender and socio-economic status. Reading and Writing, 25, 305–320. https://doi.org/10.1007/s11145-010-9269-4
  • Manu, M., Torppa, M., Eklund, K., Poikkeus, A. M., Lerkkanen, M. K., & Niemi, P. (2021). Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Read-ing) but fail to explain gender difference. Reading and Writing, 34, 753–771. https://doi.org/10.1007/s11145-020-10090-w
  • McTigue, E. M., Schwippert, K., Uppstad, P. H., Lundetræ, K., & Solheim, O. J. (2021). Gender differences in early literacy: Boys’ response to formal instruction. Journal of Educational Psychology, 113(4), 690–705. https://doi.org/10.1037/edu0000626 Muntoni, F., & Retelsdorf, J. (2018). Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes. Contemporary Educational Psychology, 54, 212-220. https://doi.org/10.1016/j.cedpsych.2018.06.012.
  • Naglieri, J. A., & Rojahn, J. (2001). Gender differences in Planning, Attention, Simultane-ous, and Successive (PASS) cognitive processes and achievement. Journal of Educational Psychology, 93(2), 430–437. https://doi.org/10.1037/0022-0663.93.2.430
  • Nation, P., & Hunston, S. (2013). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/CBO9781139858656
  • Nation, P., & Newton, J. (2009). Teaching ESL/EFL. Listening and speaking. Routledge. https://doi.org/10.4324/9780203891704
  • Oga-Baldwin, W., & Fryer, L. (2020). Girls show better quality motivation to learn lan-guages than boys: Laten profiles and their gender differences. Heliyon, 6(5), e04054. https://doi.org/10.1016/j.heliyon.2020.e04054
  • Pearson, C. M. (2017). Real boys don’ t do language and literacy--or do they ? MITESOL Journal: An Online Publication of MITESOL, 1(1), Article 3.
  • Reilly, D., Neumann, D., & Andrews, G. (2019). Gender differences in reading and writing achievement: Evidence from the National Assessment of Educational Progress (NAEP). American Psychologist, 74(4), 445-458. https://doi.apa.org/doi/10.1037/amp0000356
  • Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching (pp. 31–44). Cambridge University Press.
  • Rinaldi, P., Pasqualetti, P., Volterra, V., & Caselli, M.C. (2021). Gender differences in early stages of language development. Some evidence and possible explanations. Journal Neuroscience Research, Advanced online publication, 1-11, https://doi.org/10.1002/jnr.24914
  • Riordan, C. (2015). Single-sex schools: A place to learn. Rowman&Littlefield.
  • Robinson, D. B., Mitton, J., Hadley, G., & Kettley, M. (2021). Single-sex education in the 21st century: A 20-year scoping review of the literature. Teaching and Teacher Education,106, 103462. https://doi.org/10.1016/j.tate.2021.103462
  • Rugutt, J. K., & Chemosit, C. C. (2020). Achievement differences between students in single-sex schools and students in coeducational schools: A hierarchical linear model-ing approach. In Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education (pp. 317-337). IGI Global. https://doi.org/10.4018/978-1-7998-1479-5.ch017
  • Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26–43. https://doi.org/https://doi.org/10.1111/j.1540-4781.2011.01146.x
  • Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching. Cambridge University Press. https://doi.org/10.1017/9781108569057
  • Scholes, L. (2019). Differences in attitudes towards reading and other school-related acti-vities among boys and girls. Journal of Research in Reading, 42(3–4), 485–503. https://doi.org/https://doi.org/10.1111/1467-9817.12279
  • Sheymardanov, S. (2019). The analysis and research prospects of single-sex education. Proceedings of the 2019 5th International Conference on Education and Training Technologies, 4–7. https://doi.org/10.1145/3337682.3337685
  • Sigmundsson, H., Eriksen, A. D., Ofteland, G. S., & Haga, M. (2018). Gender gaps in letter-sound knowledge persist across the first school year. Frontiers in Psychology, 9, 301. https://doi.org/10.3389/fpsyg.2018.00301
  • Spencer, K. (2007). Predicting children’s word-spelling difficulty for common English words from measures of orthographic transparency, phonemic and graphemic length and word frequency. British Journal of Psychology, 98(2), 305–338. https://doi.org/10.1348/000712606X123002
  • Stotsky, S., & Denny, G. (2012). Single-sex classrooms and reading achievement: An explora-tory study. Journal of School Choice, 6(4), 439-464. https://doi.org/10.1348/000712606X123002
  • Warrington, M., & Younger, M. (2003). ‘We decided to give it a twirl’: Single-sex teaching in English comprehensive schools. Gender and Education, 15(4), 339–350. https://doi.org/10.1080/09540250310001610553
  • Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press. https://doi.org/10.25170/ijelt.v12i1.1458
  • Wei, Z., Wang, X. J., & Wang, D. H. (2012). From distributed resources to limited slots in multiple-item working memory: A spiking network model with normalization. Journal of Neuroscience, 32(33), 11228–11240. https://doi.org/10.1523/JNEUROSCI.0735-12.2012
  • West, M. (Ed.). (1953). A general service list of English words: With semantic frequencies and a supplementary word-list for the writing of popular science and technology. Longman.
  • Westwood, P. (2005). Spelling: Approaches to teaching and assessment. ACER Press.
  • Williams, G. J., & Larkin, R. F. (2013). Narrative writing, reading and cognitive proces-ses in middle childhood: What are the links? Learning and Individual Differences, 28, 142–150. https://doi.org/10.1016/j.lindif.2012.08.003
  • Wilsenach, C., & Makaure, P. (2018). Gender effects on phonological processing and reading development in Northern Sotho children learning to read in English: A case study of grade 3 learners. South African Journal of Childhood Education, 8(1). https://doi.org/10.4102/SAJCE.V8I1.546
  • Wharton-McDonald, R. M. (2018). The role of word recognition in beginning rea-ding. Pivotal research in early literacy: Foundational Studies and Current Practices, 8(1), a546. https://doi.org/10.4102/sajce.v8i1.546
  • Wong, A., & Leeming, P. (2014). Using dictation to measure language proficiency. Lan-guage Education in Asia, 5(1), 160–169. https://doi.org/10.5746/LEiA/14/V5/I1/A13/Wong_Leeming
  • Yasin, B., Azim, M., & Qayyum, A. (2020). Co-education versus single-gender education: Influence of different educational system on the student self-esteem, confidence level, and academic achievement in Pakistan. Gomal University Journal of Research, 36(2), 94-106. https://doi.org/10.51380/gujr-36-02-09
  • Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. https://doi.org/10.1037/0033-909.131.1.3
Fuente de los datos: Dialnet