ANSWER ALL QUESTIONS PLEASE.
BEWARE OF PLAGIARISM. IF EVIDENCE BECOMES CLEAR THAT TWO OR MORE PAPERS HAD BEEN DONE IN COLLABORATION, BOTH WILL BE DISMISSED.
Question #1:
Based on the following paper:
Ten questions people ask about the role of phonological processes in learning to read. Shankweiler & Fowler 2004.
1. Choose two questions from the paper and explain how the scientific evidence discussed after each question justifies the conclusion reached for each.
2. From your experience as a teacher, do you agree with the conclusion that is reached for each question? You can relate to your experience as a teacher of English or of another language (Arabic or Hebrew).
Question #2:
Based on the following papers:
Phonological awareness, morphological awareness, and reading in … Saiegh-Haddad & Geva (2008)
Inflectional and Deviational morphological awareness… Saiegh-Haddad & Elouti (in press)
1. What is the difference between phonological and morphological awareness?
2. How do the findings reported in Saiegh-Haddad & Geva (2008) regarding the role of morphological awareness in English among bilinguals inform the findings reported in Saiegh-Haddad & Elouti (in press) regarding development of morphological awareness in EFL learners? In other words, why do the findings reported in the former paper make the findings reported in the latter interesting and informative?
3. Discuss two specific implications of the findings reported in the two papers for the teaching of English (as L1 or as L2).
Question #3:
Based on the following papers:
Orthographic and cognitive factors in the concurrent acquisition of reading. (Geva & Siegel, 2000)
Foundation literacy acquisition in European orthographies (Seymour et al, 2003)
1. What is orthographic depth? Give examples of languages that vary in orthographic depth.
2. How does orthographic depth affect reading acquisition in different languages? Use specific evidence from either of the two papers.
3. Seymour et al.’s (2003) paper refers to two main reading mechanisms/strategies/foundations that are used in reading. Geva & Siegel (2000) provide evidence from an analysis of errors that supports the two same mechanisms. What are these mechanisms? Explain how different types of errors (analyzed in Geva and Siegel, 2008) can reveal reliance on different mechanisms.