How Explicit Skill Training Helps Brain Learn to Read A Second Language Efficiently

• In Event: 3-126 - Understanding and Empowering Student Learning and Development: From Cognitive Neuroscience Lab to student learning promotion

Integrative Statement

Learning a second language is challenging, partly due to the constraints from one’s native language background on brain’s automatic processing. It may be especially such a case when one’s native language contrasts sharply to the second language. Chinese is a morpho-syllabic language while English is an alphabetic language (DeFrancis, 1984). Since letter-sound conversion and integration critical for English reading are absent in Chinese reading, native Chinese speakers show great difficulties in decoding English scripts automatically at neural and behavioral levels (Yang, et al., 2016; Wang, et al., 2003). With the same cross-model Mismatch Negativity (MMN) paradigm (Froyen, 2008), native Chinese speakers with more than 10 years of English learning still showed an attenuated cross-model MMN for letter-sound integration, on the contrary to the enhanced pattern shown by native English speaker and by English learners with alphabetic native language background (Korean) matched in English proficiency and learning experiences (Yang, et al., 2016). This study aimed to examine if and how explicit and intensive decoding training may help brain integrate letter sound automatically for reading English as a second language among native Chinese speakers.
A random control trial with an active control group was conducted among 26 students (Female: 6; average age = 18.25, SD = 1.59; average duration of English learning = 10.56, SD = 2.04). The decoding training group (n = 13) received a 6-hour explicit training on letter-sound correspondence and conversion individually on computer within 6 days. The active control group (n = 13, but one did not complete training) received a 6-hour explicit training on symbol-sound correspondence and conversion also on computer within 6 days. Assessments were conducted individually before, in the middle and after training. A cross-model MMN paradigm and a P300 paradigm were used to measure the automatic English letter-sound integration and the general top-down attention, respectively. English proficiency level and word and non-word reading were also assessed (Cronbach alpha coefficients:> 0.92).
The results indicated a significant interaction effect between group and assessment time on the cross MMN amplitude (F (4, 92) = 4.01, p < .01, partial eta squared = 0.15). Before and in the middle of training, no significant group difference was observed (F < 1, p > .05). After the 6-hour training, the decoding training group showed significantly enhanced cross-modal MMN amplitude (F (2,46) = 3.34, p < .05, partial eta squared = 0.13) while the active control group did not. The decoding training group also performed better non-word reading in the post-test (F (2,46) = 3.7, p < .05, partial eta squared = 0.14). The group and assessment time interaction was not significant on P300 amplitude, suggesting the two groups showed similar general attention modulation. Therefore, the explicit decoding training specifically helps brain automatically integrate English letter-sound as native alphabetic readers do. The constraints on brain from one’s native language can be attenuated with proper instructions. Thus, a similar intervention has been conducted among about 100 primary school children to facilitate their learning to read English

Authors

• Sha Tao, Beijing Normal University
  Presenting Author

• Cuicui Wang, Beijing Normal University
  Non-Presenting Author

• Zhen Yang, Bejing Normal University
  Non-Presenting Author