Abstracts - Earli

following tests were administered to form the participating deficit groups: Rhyming (tapping broadphonological awareness), Phoneme Elision, Sound Isolation, Blending, and Initial SoundAlliteration (tapping narrow phonological awareness) and Naming of Letters and Digits. Readingspeed and accuracy of real and nonwords, spelling, and passage comprehension were used as thedependent variables. Verbal and non-verbal ability as well as parental education level and agewere used as group matching variables. To test the Double Deficit Hypothesis (DDH) four groupswere formed: a Double Deficit group (DD; n=22), a Phonological deficit group (PD; n=32), aNaming deficit group (ND; n=33), and a Control group exhibiting no deficits (CnD; n=189). Thebottom 20th quartile of the sample mean on the composite scores of the phonological and of therapid-naming measures was used as criterion to form the three deficit groups. Consequently,children in each of the single-deficit groups performed within normal range on the other measure.Results showed that all three deficit groups performed significantly lower than the CnD group inall the dependent measures. The same results emerged when the DD group was compared to thesingle deficit groups. Surprisingly enough, the only group difference that was observed betweenPD and ND groups was on one of the spelling tasks, a finding that was not expected on the basis ofprevious research testing the DDH in language with salient orthographies (e.g., Wimmer et al.,2000). Discussion centres on the implications of these findings in languages with transparentorthographies such as Greek.Acquiring L2 vocabulary from reading-and-writing tasks.I-Hsin Liu, Katholieke Universiteit Leuven, BelgiumLies Sercu, Katholieke Universiteit Leuven, BelgiumThe implicit acquisition of vocabulary through reading in a foreign language has been muchresearched. Far fewer studies, if any, have focused on differences in noticing and intake whiledoing reading-and-writing tasks. Reading-and-writing tasks require learners to write a text on thebasis of the input materials they have read. In this presentation, we report on an investigation thatwas carried out amongst Flemish secondary school students of English as a foreign language andwhich focused specifically on the full or partial incorporation in a written text of selected writingtaskrelevant target words in the input materials. Our findings, obtained from a combination ofproduct and process data, suggest a difference in noticing and intake of the target vocabulary in thefive different conditions that is influenced by learner’s characteristics such as vocabulary size,working memory capacity and speed of lexical access. Our product data include the written texts, alexical noticing test and receptive and productive vocabulary tests. Our process data includestimulated recall interviews in which a number of respondents report on the processing strategiesthey used while doing the reading-and-writing task or the reading task. We also relate our findingsto a number of other learner characteristics mentioned above. We will interpret our findings in thelight of the Noticing Hypothesis (Schmidt, 2001), the input enhancement research, the OutputHypothesis (Swain, 1985), and the relationship between reading and writing (Hayes, 1996;Kellogg, 1996), ask what it is learners pay attention to when confronted with reading and readingand-writingtasks, and discuss what instructional implications follow from our findings.Learning communication and identity in Swedish special schools – a sociohistorical andclassroom interactional analysisSangeeta Bagga-Gupta, Education, Örebro University, Sweden, SwedenUnderstandings vis-à-vis inclusion and "one school for all" are implicitly (if not explicitly) basedupon the notion of concrete physical spaces cohabited by children with a range of diversitymarkers. How this diversity is socially organised and dealt with at an everyday level is not– 323 –