Date of Award

Fall 12-15-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education, TESOL

First Advisor/Committee Member

Dr. Kristine Gritter

Second Advisor/Committee Member

Dr. Julie Antilla

Third Advisor/Committee Member

Dr. Grace Blum

Keywords

phonological awareness, phoneme, orthography, grapheme, morphological awareness, morpheme, morphology, Turkmen adult English learners

Abstract

The recent increase in Turkmen immigration to the United States has highlighted

significant challenges these immigrants face due to language barriers, despite their high

educational qualifications and professional backgrounds. This study investigates whether a linguistics-based approach to reading instruction can improve English literacy among Turkmen-speaking adults.

Drawing on a comprehensive review of empirical studies, this paper evaluates the impact

of phonological awareness on reading and listening skills, the role of orthographic knowledge in

decoding and spelling, and the importance of morphological awareness for vocabulary

development and reading comprehension among EFL (English as a foreign language) learners. The analysis reveals that these linguistic components are crucial for developing a practical

understanding of English, facilitating better integration and communication in English-speaking

environments for Turkmen speakers.

The findings underscore the necessity for explicit instruction tailored to the specific

linguistic background of Turkmen-speaking adults. By integrating these key linguistic

components into English instruction, educators can significantly enhance the literacy-related

skills and overall language proficiency of Turkmen immigrants, promoting their successful

socioeconomic integration and improving their quality of life.

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