Research Paper on Influences of Language, Reading, and Transcription on Kindergarten Writing in English-language learners

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Title: Influences of Language, Reading, and Transcription on Kindergarten Writing in English-language learners

Abstract: This study compared kindergarten pupils who are studying English as a second language (also known as ESL) to students whose first language is not English was English in order to determine the degree to which the students’ linguistic, reading, and transcription processes contributed to their writing. The results of this comparison can be found in the following: (EL1). A phonological awareness test on one of the two (PA) examinations, as well as based on evaluations of early writing, spelling, and reading, kids who were learning English as a second language (ESL) and students who were learning English as a first language (EL1) fared similarly. On the assessments that involved English vocabulary and syntactic comprehension, EL1 students did much better than ESL students. EL1 was successful in overcoming the challenge of repeating pseudowords and also The overall the test’s outcomes measuring written fluency showed that ESL students fared better than EL1 students. The findings of the correlation and hierarchical regression analyses varied, depending not only on the type of writing task that was assigned (creative or procedural),” but also on the participants’ degree of language skill. Writing exercises that represented children’s growing graphophonemic thinking were connected to many cognitive, linguistic,and early literacy abilities across all language groups. This finding was consistent across all language groups. This relationship was demonstrated in all of the writing assignments. Reading, transcribing, “and PA abilities provided the greatest diversity to writing, regardless of the participant’s level of language ability. In this version, neither proficiency in vocal vocabulary nor syntactic knowledge made a significant impact. Despite the fact that The findings show that comparable component abilities and processes underlying the early writing of ESL children’s writing since these youngsters are simultaneously gaining oral and literacy skills in English. Students who are learning English as a second language or English as a first language are impacted when formal literacy teaching begins in kindergarten. This is the case in case even though ESL children are learning English literacy at the same time. This is the case in spite of the fact that youngsters whose first language is not English are acquiring English attend kindergarten.”

Keywords: The beginning of writing has an effect on both cognitive and language development.; students learning a second language; kindergarteners who write in a second language

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Subject: ELT – English Language Teaching

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