1
|
Ren J, Wang M. Contribution of statistical learning in learning to read across languages. PLoS One 2024; 19:e0298670. [PMID: 38527080 PMCID: PMC10962809 DOI: 10.1371/journal.pone.0298670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Accepted: 01/26/2024] [Indexed: 03/27/2024] Open
Abstract
Statistical Learning (SL) refers to human's ability to detect regularities from environment Kirkham, N. Z. (2002) & Saffran, J. R. (1996). There has been a growing interest in understanding how sensitivity to statistical regularities influences learning to read. The current study systematically examined whether and how non-linguistic SL, Chinese SL, and English SL contribute to Chinese and English word reading among native Chinese-speaking 4th, 6th and 8th graders who learn English as a second language (L2). Children showed above-chance learning across all SL tasks and across all grades. In addition, developmental improvements were shown across at least two of the three grade ranges on all SL tasks. In terms of the contribution of SL to reading, non-linguistic auditory SL (ASL), English visual SL (VSL), and Chinese ASL accounted for a significant amount of variance in English L2 word reading. Non-linguistic ASL, Chinese VSL, English VSL, and English ASL accounted for a significant amount of variance in Chinese word reading. Our results provide clear and novel evidence for cross-linguistic contribution from Chinese SL to English reading, and from English SL to Chinese reading, highlighting a bi-directional relationship between SL in one language and reading in another language.
Collapse
Affiliation(s)
- Jinglei Ren
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, United States of America
| | - Min Wang
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, United States of America
| |
Collapse
|
2
|
Kim WJ, Yim D. Exploring the influence of the home literacy environment on early literacy and vocabulary skills in Korean-English bilingual children. Front Psychol 2024; 15:1336292. [PMID: 38524291 PMCID: PMC10958979 DOI: 10.3389/fpsyg.2024.1336292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2023] [Accepted: 02/14/2024] [Indexed: 03/26/2024] Open
Abstract
Studies have emphasized the significance of maintaining a heritage language for various reasons such as the establishment of linguistic and cultural identity, as well as socio-emotional development. Despite the crucial role that literacy development in a heritage language plays in language preservation, there is a scant research that explores the impact of home literacy environment and literacy development in children with a heritage language. This study aimed to examine the home literacy environment and literacy-related skills in 4-to 5-year-old Korean-English bilingual children living in an English-speaking country, Australia, whose heritage language is Korean, and to investigate the relationships among the home literacy environment factors and the child-internal literacy-related skills. The study employed parental questionnaires and video analyses of parent-child shared book reading sessions to assess the Korean and English home literacy environment. Children's early literacy skills in Korean and English, along with their Korean, English, and conceptual vocabulary skills, were measured as literacy-related skills. The findings indicated that parents utilized an indirect approach for Korean literacy practices, in contrast to a more direct and explicit method for English literacy practices. However, active and direct literacy practices were found to be essential for Korean early literacy development, while indirect methods are sufficient for English early literacy skills. Moreover, the availability of abundant Korean literacy resources at home had a positive impact on the development of Korean and English, as well as conceptual vocabulary skills. In conclusion, this study underscores the importance of providing a robust literacy environment in a heritage language in bilingual families to promote language proficiency in both the heritage language and the dominant social language, while also supporting the development of conceptual language skills.
Collapse
Affiliation(s)
| | - Dongsun Yim
- Department of Communication Disorders, Ewha Womans University, Seoul, Republic of Korea
| |
Collapse
|
3
|
Anis FN, Umat C, Ahmad K, Abdul Hamid B. Arabic phoneme-grapheme correspondence by non-native, deaf children with cochlear implants and normal hearing children. Cochlear Implants Int 2022; 23:347-357. [PMID: 36005236 DOI: 10.1080/14670100.2022.2114583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
OBJECTIVE This study aimed to compare the error patterns of Arabic phoneme-grapheme correspondence by a group of Malay children with cochlear implants (CIs) and normal hearing (NH) and the effects of the visual graphical features of Arabic graphemes (no-dot, single-dot, and multiple-dots) on the phoneme-grapheme correspondence. METHODS Participants were matched for hearing age (Mean, M = 7 ± 1.03 years) and duration of exposure to Arabic sounds (M = 2.7 ± 1.2 years). All 28 Arabic phonemes were presented through a loudspeaker and participants pointed to the graphemes associated with the presented phonemes. RESULTS A total of 336 and 616 tokens were collected for six children with CI and 11 NH children for each task, i.e., phonemes repetition and phoneme-grapheme correspondence. Both groups found it easier to repeat phonemes than the phoneme-grapheme correspondence. The children with CIs showed more confusion ([ظ, ز, ذ, ض, خ, ب, ه, س, ع, & ث] >10% correct scores) in phoneme-grapheme correspondence than the NH children ([ظ:14%] and [ث: 27%]). There was a significant interaction (p = 0.001) among the three visual graphical features and hearing status (CI and NH). CONCLUSION Our results infer that non-native Malay children with CIs and NH use different strategies to process the Arabic graphemes' visual features for phoneme-grapheme correspondence.
Collapse
Affiliation(s)
- Farheen Naz Anis
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Cila Umat
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Kartini Ahmad
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Badrulzaman Abdul Hamid
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| |
Collapse
|
4
|
Chen X, Zhao J. Reading-Related Skills Associated With Acquisition of Chinese as a Second/Foreign Language: A Meta-Analysis. Front Psychol 2022; 13:783964. [PMID: 35369154 PMCID: PMC8966685 DOI: 10.3389/fpsyg.2022.783964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2021] [Accepted: 01/24/2022] [Indexed: 11/13/2022] Open
Abstract
Previous studies have found the effect of cognitive skills (e.g., phonological awareness, morphological awareness, orthographic awareness, and rapid automatized naming) on reading ability, but the role of different reading-related skills in acquisition of Chinese as a second/foreign language (CSL/CFL) remains unexplored. Prior meta-analyses on the relationship between cognitive skills and reading have been conducted primarily in native English-speaking or Mandarin-speaking children. The purpose of the present meta-analysis was to examine the relationship between Chinese reading-related skills and Chinese word reading of CSL/CFL learners. A search of English and Chinese databases yielded 42 effect sizes, comprising 1103 subjects met the criteria for meta-analysis and were included in the final meta-analysis. Results revealed a moderate relationship between phonological awareness (r = 0.41), morphological awareness (r = 0.36), orthographic awareness (r = 0.38), rapid automatized naming (r = -0.32) and Chinese word reading in CSL/CFL learners. In addition, a moderating effect of length of study on the relationship between phonological awareness and Chinese word reading (Q B = 5.20, p = 0.023): phonological awareness and Chinese word reading correlated more strongly for beginning learners than for advanced learners. These results suggest importance of cognitive factors in the acquisition of Chinese word reading as a second language. Results also shed light on the impact of length of study on the influence from phonological awareness to the sensitive period of phonological learning for CSL/CFL learners.
Collapse
Affiliation(s)
- Xi Chen
- Faculty of Education, Shaanxi Normal University, Xi'an, China.,Mental Health Education Center, Chengdu University, Chengdu, China
| | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University, Xi'an, China
| |
Collapse
|
5
|
ERP evidence for asymmetric orthographic transfer between traditional and simplified Chinese. Exp Brain Res 2020; 239:365-379. [PMID: 33184689 DOI: 10.1007/s00221-020-05976-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Accepted: 10/29/2020] [Indexed: 10/23/2022]
Abstract
Transferring orthographic processing skills from one language to new languages is important for language learning. However, the specific orthography hypothesis and condition-based transfer hypothesis have debated orthographic transfer. No study has ever examined these debates in a logographic language, and the neural correlates of orthographic transfer in a logographic language remain unknown. Therefore, the present study uses event-related potentials to examine orthographic transfer with Hong Kong (Experiment 1) and mainland China (Experiment 2) participants who only use traditional or simplified Chinese, respectively. The participants sequentially read two of the same (repetition) or different (nonrepetition) traditional or simplified Chinese characters and judged whether they were identical. The results showed that the orthography-related N200 component was smaller in the repetition condition than in the nonrepetition condition. Importantly, for traditional Chinses users, this effect was more salient in traditional Chinese than in simplified Chinese, suggesting limited transfer from traditional to simplified Chinese. For simplified Chinese users, this effect was comparable in traditional and simplified Chinese, suggesting a smooth transfer from simplified to traditional Chinese. The results supported the condition-based transfer hypothesis, and showed asymmetric transfer between simple orthographic rules and complex ones. That is, simple orthographic rules can be transferred to complex ones smoothly, but not vice versa.
Collapse
|
6
|
Dich N, Rod NH, Doan SN. Both High and Low Levels of Negative Emotions Are Associated with Higher Blood Pressure: Evidence from Whitehall II Cohort Study. Int J Behav Med 2020; 27:170-178. [DOI: 10.1007/s12529-019-09844-w] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
|
7
|
Gao Y, Zheng L, Liu X, Nichols ES, Zhang M, Shang L, Ding G, Meng X, Liu L. First and Second Language Reading Difficulty Among Chinese-English Bilingual Children: The Prevalence and Influences From Demographic Characteristics. Front Psychol 2019; 10:2544. [PMID: 31798504 PMCID: PMC6874124 DOI: 10.3389/fpsyg.2019.02544] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2019] [Accepted: 10/28/2019] [Indexed: 11/13/2022] Open
Abstract
Learning to read a second language (L2) can pose a great challenge for children who have already been struggling to read in their first language (L1). Moreover, it is not clear whether, to what extent, and under what circumstances L1 reading difficulty increases the risk of L2 reading difficulty. This study investigated Chinese (L1) and English (L2) reading skills in a large representative sample of 1,824 Chinese-English bilingual children in Grades 4 and 5 from both urban and rural schools in Beijing. We examined the prevalence of reading difficulty in Chinese only (poor Chinese readers, PC), English only (poor English readers, PE), and both Chinese and English (poor bilingual readers, PB) and calculated the co-occurrence, that is, the chances of becoming a poor reader in English given that the child was already a poor reader in Chinese. We then conducted a multinomial logistic regression analysis and compared the prevalence of PC, PE, and PB between children in Grade 4 versus Grade 5, in urban versus rural areas, and in boys versus girls. Results showed that compared to girls, boys demonstrated significantly higher risk of PC, PE, and PB. Meanwhile, compared to the 5th graders, the 4th graders demonstrated significantly higher risk of PC and PB. In addition, children enrolled in the urban schools were more likely to become better second language readers, thus leading to a concerning rural-urban gap in the prevalence of L2 reading difficulty. Finally, among these Chinese-English bilingual children, regardless of sex and school location, poor reading skill in Chinese significantly increased the risk of also being a poor English reader, with a considerable and stable co-occurrence of approximately 36%. In sum, this study suggests that despite striking differences between alphabetic and logographic writing systems, L1 reading difficulty still significantly increases the risk of L2 reading difficulty. This indicates the shared meta-linguistic skills in reading different writing systems and the importance of understanding the universality and the interdependent relationship of reading between different writing systems. Furthermore, the male disadvantage (in both L1 and L2) and the urban-rural gap (in L2) found in the prevalence of reading difficulty calls for special attention to disadvantaged populations in educational practice.
Collapse
Affiliation(s)
- Yue Gao
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Lifen Zheng
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Xin Liu
- Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
| | - Emily S Nichols
- Department of Physics and Astronomy, University of Western Ontario, London, ON, Canada
| | - Manli Zhang
- Maastricht Brain Imaging Center, Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands
| | - Linlin Shang
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Guosheng Ding
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Xiangzhi Meng
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavioral and Mental Health, Peking University, Beijing, China.,PekingU-PolyU Center for Child Development and Learning, Beijing, China
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning and IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| |
Collapse
|
8
|
Hong YJ, Yi SH. The moderating effect of Korean preschoolers' receptive and expressive language skills on the link between Korean PA and English PA. JOURNAL OF CHILD LANGUAGE 2019; 46:894-912. [PMID: 31241029 DOI: 10.1017/s0305000919000229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
The purpose of the current study was to examine whether oral language skills moderate the effect of Korean phonological awareness (PA) on English PA for Korean preschoolers in the initial stage of learning English as a second language. The study participants comprised 81 five- to six-year-old Korean preschoolers attending Korean-medium preschools in South Korea. The findings demonstrated that Korean PA was significantly associated with English PA. In addition, Korean receptive and expressive language skills had moderating effects on the relationship between Korean PA and English PA, respectively. This study is discussed not only in terms of cross-language PA transfer in processing two phonologically and orthographically different languages but also in light of the importance of native language skills interacting with native PA in the second-language PA development of preschool children in the initial stage of learning a second language.
Collapse
Affiliation(s)
- Yea-Ji Hong
- Department of Child Development and Family Studies, Seoul National University
| | - Soon-Hyung Yi
- Department of Child Development and Family Studies, Seoul National University
| |
Collapse
|
9
|
Ji MG, Baek S. Native Korean-Speaking Children Learning to Read in English: A Structural Analysis of L2-English Literacy Acquisition. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2019; 48:391-415. [PMID: 30370498 DOI: 10.1007/s10936-018-9610-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The current study investigated the potential components that affect second language (L2; English) literacy acquisition and cause-and-effect relationships of those factors to L2 reading comprehension via a structural equation model, with the recruitment of 129 4th-graders learning English as a foreign language. This study consists of two levels of literacy skills. Micro skills include phonological, orthographic processing skills, and word recognition. Macro skills comprise vocabulary knowledge and listening-/reading comprehension. Phonological and orthographic processing skills in L2 played important roles in L2 word recognition. L2 word recognition made a mediated contribution to L2 reading comprehension, while L2 vocabulary knowledge had a direct relationship with L2 listening comprehension and L2 reading comprehension. These findings suggest that sufficient phonological awareness and orthographic processing skill are important for successful English word recognition. Additionally improvement in L2 vocabulary knowledge along with L2 word recognition is significant for effective L2 listening-/reading comprehension.
Collapse
Affiliation(s)
- Moon-Gun Ji
- Department of English Language and Literature, Chonnam National University, 77 Yongbong-ro, Buk-gu, Gwangju, 500-757, Korea
| | - Seunghyun Baek
- Department of English Language and Literature, Chonnam National University, 77 Yongbong-ro, Buk-gu, Gwangju, 500-757, Korea.
| |
Collapse
|
10
|
Yeon S, Bae HS, Joshi RM. Cross-language Transfer of Metalinguistic Skills: Evidence from Spelling English Words by Korean Students in Grades 4, 5 and 6. DYSLEXIA (CHICHESTER, ENGLAND) 2017; 23:428-448. [PMID: 28128884 DOI: 10.1002/dys.1547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2016] [Revised: 09/10/2016] [Accepted: 12/01/2016] [Indexed: 06/06/2023]
Abstract
The present study examined unique and shared contributions of Korean (first language) phonological, orthographic and morphological awareness (PA, OA and MA, respectively) to English (second/foreign language) spelling among 287 fourth-grade, fifth-grade and sixth-grade Korean children. Korean measures of PA, OA and MA were administered, in addition to English vocabulary and spelling measures. Results from structural equation modelling showed that PA, OA and MA were caused by one common construct, metalinguistic awareness (META), and the contribution of Korean META to English spelling was statistically significant, controlling for English vocabulary. In particular, Korean MA and PA played unique roles in explaining English spelling; whereas Korean OA did not significantly contribute to English spelling. Findings from the present study provided empirical evidence of first language META transfer effect on second/foreign language spelling development. Educational implications and future research ideas are discussed. Copyright © 2017 John Wiley & Sons, Ltd.
Collapse
Affiliation(s)
- Sookkyung Yeon
- Department of English, Mokpo National University, Jeollanam-do, Korea
| | - Han Suk Bae
- Department of Primary English Education, Seoul National University of Education, Seoul, Korea
| | - R Malatesha Joshi
- College of Education and Human Development, Texas A&M University, College Station, TX, USA
| |
Collapse
|
11
|
Bae HS, Joshi RM. Role of morphological awareness in biliteracy development: Within- and cross-language perspectives among Korean ESL learners in grades five and six. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2016.11.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
|
12
|
Walick CM, Sullivan AL. Educating Somali Immigrant and Refugee Students: A Review of Cultural-Historical Issues and Related Psychoeducational Supports. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2015. [DOI: 10.1080/15377903.2015.1056921] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
13
|
Baek S. Sub-syllabic processing in young Korean-English bilinguals: semivowel placement differences between Korean and English. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2014; 43:507-533. [PMID: 23999940 DOI: 10.1007/s10936-013-9260-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
This study investigated the sub-syllabic awareness of two groups of 86 Korean kindergarteners learning English as a foreign language (EFL) or English as a second language (ESL). In addition, it explored the cross-language transfer of sub-syllabic units between Korean and English by taking into account their lexical abilities with respect to the two languages. The participants were assessed in Korean and English based on their sound oddity and similarity judgments with respect to sub-syllabic units in spoken pseudo-syllables containing semivowels (e.g., /j/ and /w/) as well as on a lexical ability test. The results indicate that EFL and ESL children preferred body structure and rime structure, respectively, regardless of the language. These results provide support for the bilingual interactive activation model; that is, bilingual lexicon may be represented in language non-selective access. Further, the differences in semivowel placement between Korean and English may be a possible resource for language-specific sub-syllabic awareness.
Collapse
Affiliation(s)
- Seunghyun Baek
- Department of English Language and Literature, Chonnam National University, 300 Yongbong-dong, Buk-gu, Gwangju, 500-757, Korea,
| |
Collapse
|
14
|
Contributions of Phonology, Orthography, and Morphology in Chinese-English Biliteracy Acquisition: A One-Year Longitudinal Study. LITERACY STUDIES 2014. [DOI: 10.1007/978-94-007-7380-6_10] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
|
15
|
Abu-Rabia S, Shakkour W. Cognitive Retroactive Transfer (CRT) of Language Skills among Trilingual Arabic-Hebrew and English Learners. ACTA ACUST UNITED AC 2014. [DOI: 10.4236/ojml.2014.41001] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
16
|
Nonselective access of English phonology in bi-scriptal Chinese–Korean visual word recognition. Cogn Process 2013; 14:435-41. [DOI: 10.1007/s10339-013-0562-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2012] [Accepted: 03/26/2013] [Indexed: 11/26/2022]
|
17
|
Kim YS, Petscher Y. Considering word characteristics for spelling accuracy: Evidence from Korean-speaking children. LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2012.08.002] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|
18
|
Kim YS. The relations among L1 (Spanish) literacy skills, L2 (English) language, L2 text reading fluency, and L2 reading comprehension for Spanish-speaking ELL first grade students. LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2012.06.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
19
|
Yeong SHM, Rickard Liow SJ. Development of phonological awareness in English-Mandarin bilinguals: a comparison of English-L1 and Mandarin-L1 kindergarten children. J Exp Child Psychol 2012; 112:111-26. [PMID: 22382048 DOI: 10.1016/j.jecp.2011.12.006] [Citation(s) in RCA: 61] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2011] [Revised: 12/30/2011] [Accepted: 12/30/2011] [Indexed: 11/19/2022]
Abstract
Phoneme awareness is critical for literacy acquisition in English, but relatively little is known about the early development of phonological awareness in ESL (English as a second language) bilinguals when their two languages have different phonological structures. Using parallel tasks in English and Mandarin, we tracked the development of L1 (first language) and L2 (second language) syllable and phoneme awareness longitudinally in English-L1 and Mandarin-L1 prereaders (n=70, 4- and 5-year-olds) across three 6-month intervals. In English, the English-L1 children's performance was better in phoneme awareness at all three time points, but the Mandarin-L1 children's syllable awareness was equivalent to the English-L1 children's syllable awareness by Time 3. In Mandarin, the English-L1 children's phoneme awareness, but not their syllable awareness, was also significantly better than that of the Mandarin-L1 children at all three time points. Cross-lagged correlations revealed that only the English-L1 children applied their L1 syllable and phoneme awareness to their L2 (Mandarin) processing by Time 2 and that the Mandarin-L1 children seemed to require exposure to English (L2) before they developed phoneme awareness in either language. The data provide further evidence that phonological awareness is a language-general ability but that cross-language application depends on the similarity between the phonological structures of a child's L1 and L2. Implications for classroom teaching are briefly discussed.
Collapse
Affiliation(s)
- Stephanie H M Yeong
- Department of Psychology, Psycholinguistics Lab, National University of Singapore, Singapore 117570, Singapore
| | | |
Collapse
|
20
|
A Study of Factors Influencing Preschoolers' Emergent English as a Second Language Literacy Skills : Maternal Language Behavior in Picture Book Reading. ADONGHAKOEJI 2011. [DOI: 10.5723/kjcs.2011.32.6.157] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
|
21
|
Considering linguistic and orthographic features in early literacy acquisition: Evidence from Korean. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2011. [DOI: 10.1016/j.cedpsych.2010.06.003] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
22
|
|
23
|
Besse AS, Marec-Breton N, Demont É. Développement métalinguistique et apprentissage de la lecture chez les enfants bilingues. ENFANCE 2010. [DOI: 10.3917/enf1.102.0167] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
|
24
|
Chung KKH, Ho CSH. Second language learning difficulties in Chinese children with dyslexia: what are the reading-related cognitive skills that contribute to English and Chinese word reading? JOURNAL OF LEARNING DISABILITIES 2010; 43:195-211. [PMID: 19897734 DOI: 10.1177/0022219409345018] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children-28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls-participated and were administered measures of word reading, rapid naming, visual-orthographic skills, and phonological and morphological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in phonological awareness in English but not in Chinese. In addition, reading-related cognitive skills in Chinese contributed significantly to the ability to read English words, suggesting cross-linguistic transfer from L1 to L2. Results found evidence for different phonological units of awareness related to the characteristics of the different languages being learned, supporting the psycholinguistic grain size and linguistic coding differences hypotheses.
Collapse
|
25
|
Examining the role of time and language type in reading development for English Language Learners. J Sch Psychol 2009; 47:143-66. [DOI: 10.1016/j.jsp.2008.12.002] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2007] [Revised: 10/27/2008] [Accepted: 12/24/2008] [Indexed: 11/18/2022]
|
26
|
The importance of morphological awareness in Korean–English biliteracy acquisition. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2009. [DOI: 10.1016/j.cedpsych.2008.12.002] [Citation(s) in RCA: 91] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
|
27
|
Keung YC, Ho CSH. Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2009. [DOI: 10.1016/j.cedpsych.2008.11.001] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
28
|
Wang M, Cheng C, Chen SW. Contribution of morphological awareness to Chinese-English biliteracy acquisition. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2006. [DOI: 10.1037/0022-0663.98.3.542] [Citation(s) in RCA: 220] [Impact Index Per Article: 12.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|