چکیده:
The cognitive predictors (i.e., Phonological Awareness, and Rapid Automatized Naming) underlying reading achievement have not been researched in Iranian partial English immersion and non-immersion programs. The present study sought to investigate the relationship between English and Persian Phonological Awareness (PA), Rapid Automatized Naming (RAN) and reading achievement of Iranian students in partial immersion and non-immersion programs. To this end, one hundred forty five students from three different grade levels in a partial English immersion program and 95 students from three different grade levels in a non-immersion program were chosen. Six different English and Persian tests were utilized (namely, the Cambridge English for Young Learners (YLE) test for Reading, the Persian reading achievement test, the English and Persian Phonological Awareness Sound Detection tests, and the English and Persian Rapid Automatized Naming Tests). Given the design of the study, a number of statistical tests were run. The main findings were as follows: learners’ reading achievement could significantly be predicted through both English and Persian PA and RAN. Furthermore, learning English in a partial English immersion system improves learners’ reading achievement and cognitive predictors compared with non-immersion program. The findings suggest that by teaching learners PA and RAN skills, their reading achievement improves in both English and Persian.
خلاصه ماشینی:
The Relationship between English and Persian Phonological Awareness, Rapid Automatized Naming and Students’ Reading Achievement in Partial Immersion and Non-Immersion Programs A.
e. , Phonological Awareness, and Rapid Automatized Naming) underlying reading achievement have not been researched in Iranian partial English immersion and non-immersion programs.
The present study sought to investigate the relationship between English and Persian Phonological Awareness (PA), Rapid Automatized Naming (RAN) and reading achievement of Iranian students in partial immersion and non-immersion programs.
Cognizant of this fact, the present study sought to investigate the relationship between English and Persian (Phonological Awareness (PA), Rapid Automatized Naming (RAN) and students’ reading achievement.
In the literature reviewed above, it could be seen that in no research studies have the differences between partial English immersion students and non-immersion students in terms of their reading achievement and cognitive predictors of Phonological Awareness and Rapid Automatized Naming been investigated.
3. Research Questions This study aims to explore the possible relationship between processes underlying reading achievement in Iranian partial English immersion and non-immersion settings in learners’ first and second language.
1. How well do English cognitive predictors predict English reading achievement for partial immersion and non-immersion students at different grade levels?
2. How well do Persian cognitive predictors predict Persian reading achievement for partial immersion and non-immersion students at different grade levels?
6. Results of the Study Descriptive statistics including mean and standard deviation for each grade level of partial English immersion and non-immersion groups are presented in the following tables.