The Application of Principles of Generative Phonology to the Teaching of Reading to Students of English as a Second Language Metadata

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Title

  • Main Title The Application of Principles of Generative Phonology to the Teaching of Reading to Students of English as a Second Language

Creator

  • Author: Sims, Diana Mae
    Creator Type: Personal

Contributor

  • Chair: Cross, Charles Jack
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Martin, Charles B., 1930-
    Contributor Type: Personal
    Contributor Info: Minor Professor
  • Committee Member: Clarke, Ray Varnado
    Contributor Type: Personal
  • Committee Member: DuChemin, Roderic C.
    Contributor Type: Personal

Publisher

  • Name: North Texas State University
    Place of Publication: Denton, Texas
    Additional Info: www.unt.edu

Date

  • Creation: 1978-05

Language

  • English

Description

  • Content Description: This dissertation reports research into the problem of how to teach mastery of the English writing system (MEWS) to students of English as a second language (ESL). The problem involves the relatedness of English orthography and phonology. The research had two purposes. First was development of classroom instructional materials for improving reading proficiency in ESL students by application of generative phonological principles. Second was use of the instructional materials in a pilot study of fifty-three ESL college freshmen. A major finding was that subjects' reading proficiency was far below that of native speakers at the college level. Another was that the subjects had more difficulty with English vowels than with consonants. The subjects' scores on nonsense-word tests correlated significantly with five other criteria, including measures of ability to use ESL. A uniform disparity between ESL-student and native-speaker scores on tests of nonsense words was identified. Native-speakers generally had perfect scores, and ESL students had low scores. A chief implication is the importance of understanding orthography in reading English. Recommendations are that ESL proficiency be determined by nonsense-word tests and that the MEWS program be used by students of English as a second dialect.
  • Physical Description: xi, 264 leaves : ill.

Subject

  • Keyword: English phonology
  • Keyword: ESL
  • Library of Congress Subject Headings: English language -- Study and teaching -- Foreign speakers.
  • Library of Congress Subject Headings: English language -- Phonology.
  • Library of Congress Subject Headings: English language -- Orthography and spelling.
  • Library of Congress Subject Headings: English language -- Grammar, Generative.
  • Library of Congress Subject Headings: Reading (Higher education)

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights Holder: Sims, Diana Mae
  • Rights License: copyright
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • Accession or Local Control No: 1002783707-Sims
  • Call Number: 379 N81d no.1286
  • UNT Catalog No.: b1160705
  • OCLC: 4127705
  • Archival Resource Key: ark:/67531/metadc500364

Degree

  • Academic Department: College of Education
  • Degree Discipline: College Teaching
  • Degree Level: Doctoral
  • Degree Name: Doctor of Philosophy
  • Degree Publication Type: disse
  • Degree Grantor: North Texas State University
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