The author of a 1997 conference paper reports finding no research supporting reverse transfer of skills from literacy to oral language¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1997 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The author could find no research supporting reverse transfer of skills from the nonnatural literacy stage to the natural oral-aural stage. → Neiburg 1997

Evidence¶

Neiburg 1997¶

Neiburg, Michael S. (1997). Following Native Language Acquisition. Paper presented at the Annual Meeting of the Japan Association for Language Teaching (23rd, Hamamatsu, Japan, October 11, 1997). https://eric.ed.gov/?id=ED417613

q1 · i? · theoretical · r2

The author reports a personal literature search: "I cannot find any research that supports this reverse transferalthough I have witnessed it in a few very motivated students." Those students had built their own first-stage English environments through private classes or foreign friends. This is the author's testimony, not a systematic review.

"Since I have started my readinginto this area, I cannot find any research that supports this reverse transferalthough I have witnessed it in a few very motivated students."

Discussion¶

Learner Variables¶

• Communication Skills — predictor: learners who differ on it differ in outcomes
• Oral Language — outcome: instruction changes it

Related Claims¶

• Japanese schools teach English literacy before oral-aural competency, inverting the natural sequence — related
• Sticht's Law holds that reading skill cannot exceed listening skill — related
• Phonemic Awareness Training Improves Reading — related
• Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension — related
• A 1997 conference paper reports, citing Sticht, a positive correlation between preschool oral language skills and later reading achievement — related
• Oral language measures of syntax, listening comprehension, and oral vocabulary do not predict which English learners will struggle with learning to read — related
• L2 oral language proficiency predicts reading comprehension more strongly than decoding skills — related