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1.
Jennifer Yusun Kang 《Reading and writing》2012,25(6):1307-1326
This study examines the relationship between phonological awareness (PA) in the two languages of Korean English as a foreign language learning children in relation to L1 characteristics and school experiences, and its predictive role in word decoding skills in each language. Seventy-two 5?C6-year-old Korean children who had attended English-medium preschools and kindergartens for at least 18?months were tested on a range of PA and emergent literacy skill measures in both Korean (L1) and English (L2). The findings indicate that the phonological representations of the participants reflect more of the L1, rather than school language, characteristics. In addition, L1 PA, syllable and phoneme awareness in particular, was predictive of L2 decoding abilities after accounting for L2 PA and emergent literacy skills. The results are discussed in terms of language-specific L1 phonological and orthographic characteristics, as well as their L2-learning contexts. 相似文献
2.
The paper reported an exploratory study that tested (a) the relationship between phonological and morphological awareness
in English (L1)–Arabic (L2) bilingual children in Canada (N = 43), and (b) the relevance of these skills to word and pseudoword reading accuracy, and to complex word reading fluency.
The results showed a significant correlation between phonological awareness in English and in Arabic. However, morphological
awareness in the two languages was not correlated. Phonological awareness predicted reading cross-linguistically, but only
Arabic morphological awareness predicted word reading in English. Moreover, while both phonological and morphological awareness
in English predicted independent unique variance in English word reading, only phonological awareness in Arabic predicted
Arabic word reading. Complex-word reading fluency was predicted by morphological awareness within both languages. Similarly,
in both languages, phonological awareness was the single factor predicting pseudoword decoding accuracy. The results are discussed
in terms of cross-linguistic differences between English and Arabic in orthographic depth and in morphological structure and
transparency. 相似文献
3.
C. McBride-Chang H. Cheung B. W.-Y. Chow C. S.-L. Chow L. Choi 《Reading and writing》2006,19(7):695-716
How are metalinguistic skills associated with vocabulary knowledge in languages with contrasting phonological and morphological properties? To address this question, tasks of phonological awareness and morphological awareness, other reasoning and literacy-related skills, and measures of vocabulary knowledge in Chinese and English, were administered to 217 Hong Kong Chinese kindergarten children learning English as a second language. Syllable-level awareness but not phoneme onset awareness was strongly associated with Chinese vocabulary knowledge; phoneme onset awareness but not syllable awareness was associated with English vocabulary knowledge. In hierarchical regression equations, phonological awareness in English explained unique variance in English vocabulary knowledge but not in Chinese vocabulary knowledge. In contrast, measures of morphological awareness, which were strongly associated with syllable awareness, uniquely explained 13% of the variance in Chinese vocabulary knowledge apart from all other measures included but were not uniquely associated with English vocabulary knowledge. Findings highlight the strong overlap across phonological and morphological awareness in Chinese and the different associations of each to vocabulary acquisition in Chinese (L1) and English (L2) languages. 相似文献
4.
Eleni Morfidi Aryan van der Leij Peter F. de Jong Femke Scheltinga Judith Bekebrede 《Reading and writing》2007,20(8):753-784
The present study investigated the reading of secondary school students in their first and second language (L1, L2). Twenty-six
average and twenty-six poor readers matched on age, gender, listening and reading comprehension participated. They were native
Dutch speakers who started learning English at secondary school (grade 7). We examined whether differences in L2 between the
two groups reflect differences in L1 with regard to reading and relevant subskills. In addition, the relationship between
reading and its predictors within and across the two languages was investigated. Between group differences were similar in
L1 and L2 when task conditions involved high levels of phonological and orthographic complexity or demanded speeded processing.
Furthermore, serial rapid naming predicted speeded word reading in both languages and L2 text reading accuracy, while L2 phoneme
awareness and orthographic knowledge explained unique variance in L2 text reading accuracy. Cross-linguistic prediction revealed
that speeded word reading predicted its counterpart from L1 to L2 and vice versa. Serial rapid naming explained additional
variance in the prediction of L2 from L1. After exclusion of the reading predictor from the model, serial rapid naming was
the most consistent cross-linguistic predictor, while L2 orthographic knowledge explained a small amount of unique variance
in L1 speeded word reading. 相似文献
5.
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency
George K. Georgiou Minna Torppa George Manolitsis Heikki Lyytinen Rauno Parrila 《Reading and writing》2012,25(2):321-346
We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in
orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed
from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological
awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading
fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both
have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have
some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were
similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The
predictable role of orthographic consistency on literacy acquisition is discussed. 相似文献
6.
This study examines whether orthographic processing transfers across languages to reading when the writing systems under acquisition are sufficiently related. We conducted a study with 76 7‐year‐old English‐first‐language children in French immersion. Measures of English and French orthographic processing (orthographic choice tasks) and standardised measures of English and French word reading (Woodcock and FIAT) were taken, in addition to verbal and nonverbal ability, and phonological and morphological awareness. Analyses reveal significant contributions of orthographic processing to reading both within and across the two languages, despite the inclusion of control variables. Findings of the transfer of orthographic processing skills to reading across languages suggest that orthographic processing may not be as language specific as previously hypothesised. We discuss the several similarities between English and French, such as a shared alphabet and cognates, that may drive transfer across languages in the context of current theories of second‐language reading development. 相似文献
7.
S. Hélène Deacon Eva Commissaire Xi Chen Adrian Pasquarella 《Reading and writing》2013,26(7):1087-1109
As children learn to read, they become sensitive to the patterns that exist in the ways in which their language(s) are represented in print. This skill is known as orthographic processing. We examined the nature of orthographic processing in English and French for children in the first grade of a French immersion program, and the relationship between orthographic processing and reading beyond controls for mother’s education, non-verbal reasoning, English vocabulary and phonological awareness. We found that children showed greater orthographic processing skill to patterns that were common to both of their languages than to those that occurred in just one of their languages. Across both lexical and sub-lexical orthographic processing measures, scores were related to word reading within each language, beyond our control variables. There was some evidence of cross-language relationships between orthographic processing and word reading, both for lexical and sub-lexical language-shared measures of orthographic processing. These findings suggest that children’s attention to features that are common both languages might be one source of transfer of orthographic processing to reading between languages. 相似文献
8.
This study investigated the relationships between phonological awareness and reading in Oriya and English. Oriya is the official language of Orissa, an eastern state of India. The writing system is an alphasyllabary. Ninety‐nine fifth grade children (mean age 9 years 7 months) were assessed on measures of phonological awareness, word reading and pseudo‐word reading in both languages. Forty‐eight of the children attended Oriya‐medium schools where they received literacy instruction in Oriya from grade 1 and learned English from grade 2. Fifty‐one children attended English‐medium schools where they received literacy instruction in English from grade 1 and in Oriya from grade 2. The results showed that phonological awareness in Oriya contributed significantly to reading Oriya and English words and pseudo‐words for the children in the Oriya‐medium schools. However, it only contributed to Oriya pseudo‐word reading and English word reading for children in the English‐medium schools. Phonological awareness in English contributed to English word and pseudo‐word reading for both groups. Further analyses investigated the contribution of awareness of large phonological units (syllable, onsets and rimes) and small phonological units (phonemes) to reading in each language. The data suggest that cross‐language transfer and facilitation of phonological awareness to word reading is not symmetrical across languages and may depend both on the characteristics of the different orthographies of the languages being learned and whether the first literacy language is also the first spoken language. 相似文献
9.
Bonnie Wing‐Yin Chow Catherine McBride‐Chang Him Cheung 《Journal of Research in Reading》2010,33(3):284-301
This study investigated the effects of dialogic parent–child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre‐tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent–child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter‐group comparisons showed nonsignificant interaction effects across time among the three groups, intra‐group gains across the 12‐week intervention suggested that parent–child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent–child reading in English as a second language to Chinese as a first language. 相似文献
10.
儿童汉英双语语音意识:跨语言一致性、差异与迁移 总被引：7，自引：0，他引：7
语音意识是指个体对言语的声音片断(包括音节、首尾音和音位等)进行分析和操作的能力。采用语音辨别和语音删除两种任务对汉语儿童的母语和第二语言(英语)语音意识的结构特点、跨语言的普遍性、特异性与语言间的迁移进行了考察发现,验证性因素分析支持了语音意识结构的多成分观点;进一步分析表明儿童的汉语语音意识是预测其英语语音意识的有效因素;同时儿童汉语语音加工经验明显影响了对英语的语音操作,反映了母语语言经验对新学习语言加工过程的制约作用。 相似文献
11.
Kevin K. H. Chung Catherine McBride‐Chang Him Cheung Simpson W. L. Wong 《Journal of Research in Reading》2013,36(2):202-222
This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese‐speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross‐language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross‐language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts. 相似文献
12.
Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children 总被引：1，自引：0，他引：1
This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant correlations between Chinese and English measures in phonological awareness and rapid naming, but not in orthographic skills; (b) significant unique contribution of Chinese and English rapid naming skills and English rhyme awareness for predicting Chinese word reading after controlling for all the Chinese and English cognitive measures; (c) significant unique contribution of English phonological skills and Chinese orthographic skills (a negative one) for predicting English word reading after controlling for all the English and Chinese cognitive measures; and (d) significant unique contribution of Chinese rhyme awareness for predicting English phonemic awareness. These findings provide initial evidence that developing reading-related cognitive skills in English may have facilitative effects on Chinese word reading development. They also suggest that Chinese orthographic skills or tactics may not be helpful for learning to read English words among ESL learners; and that Chinese rhyme awareness facilitates the development of English phonemic awareness which is an essential skill predicting ESL learning. 相似文献
13.
徐莹 《外语教学理论与实践》2021,173(1):101
根据语音意识层级结构理论,对大学一年级学生进行为期８ 周的英语语音意识干预,通过对语音意识听辨测试和单词认读能力测试结果的对比统计分析,发现实验组在英语语音意识水平和单词认读能力方面均得到显著提高。干预后,实验组与控制组的英语语音意识水平出现显著差异。研究证明,结构化语音意识干预可以有效提高大学生的英语语音意识水平和单词认读能力,学习者不应迷信所谓“临界期假说”。 相似文献
14.
This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and morphological awareness improved with age. However, the extent to which each of the constructs explained variance in Chinese and English word reading was stable across age but differed by orthography. Across grades, visual-orthographic skills and morphological awareness, but not phonological awareness, were uniquely associated with Chinese character recognition with age and nonverbal IQ statistically controlled. In contrast, Chinese visual-orthographic skills and phonological awareness, but not morphological awareness, accounted for unique variance in English word reading even with the effects of Chinese character recognition and other reading-related cognitive tasks statistically controlled. Thus, only visual-orthographic skills appeared to be a consistent factor in explaining both Chinese and English word reading, perhaps in part because Hong Kong Chinese children are taught in school to read both Chinese and English using a “look and say” strategy that emphasizes visual analysis for word recognition. These findings extend previous research on Chinese visual-orthographic skills to English word reading and underscore commonality and uniqueness in bilingual reading acquisition. 相似文献
15.
Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the synergetic effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2. 相似文献
16.
These two studies examined the processes underlying English and Chinese word reading in Chinese–English bilinguals in relation to their experiences with their second language (L2), as determined by length of time in an English-speaking environment. Phonological awareness, morphological awareness and vocabulary measures were administered in English and Chinese to adolescents and young adults living in Canada. The results show that similar word reading processes were used to read English and Chinese for the bilinguals who were recent immigrants and had less exposure to English. Specifically, vocabulary knowledge was directly related to English and Chinese word reading in the more recent immigrants. However, phonological awareness was not related to English word reading in this group. Conversely, reading processes in the two languages were less similar for participants who were long-term immigrants. In the long-term immigrant group, English reading was related to phonological awareness. The writing system of the first language (L1) exerted an influence on L2 reading and the degree of influence was related to language experience. 相似文献
17.
To examine phonological core deficits and variable orthographic competence, Dutch poor readers were investigated as they began instruction in reading in English (at about 14 years of age). A subgroup of poor readers with good orthographic competence in English (Poor/Good) and a subgroup with poor orthographic competence in English (Poor/Poor) were identified. Verbal and reading tasks in Dutch and English were assessed twice within a 10-month interval, and the scores of the two measurements were combined to gain stability. For both subgroups, we found indications that phonological core deficits and variable differences in orthographic competence transferred across the two languages. However, the Poor/Good subgroup did not show the weaknesses in serial rapid naming and semantic fluency of the Poor/Poor subgroup in both languages. Moreover, the Poor/Good readers were relatively good in reading skills and verbal learning in English. They had a specific reading disability at the phonemic level but also had compensatory skills at the level of syllables and words that help them to acquire English as second language. In contrast, the Poor/Poor subgroup had a more general reading disability, most prominently present in L2. The results are discussed in terms of orthographic differences between Dutch and English, the phonological-core variable-differences model, and "subtypes" of dyslexia. 相似文献
18.
Dan Lin Yingyi Liu Huilin Sun Richard Kwok Shing Wong Susanna Siu-sze Yeung 《Reading and writing》2017,30(1):87-103
The present longitudinal study investigated the role of spelling as a bridge between various reading-related predictors and English word reading in Chinese children learning English as a Second Language (ESL). One hundred and forty-one 5-year-old kindergarten children from Hong Kong, whose first language (L1) was Cantonese and second language (L2) was English, were administered tests of phonological awareness, letter knowledge, English vocabulary, spelling and English word reading at three time points (T1, T2 and T3) at 3-month intervals over a 6-month period. Nonverbal IQ was included as a control variable. The results showed that phonological awareness, letter knowledge and English vocabulary at T1 all predicted English word reading (T3) through spelling (T2). Further mediation analyses showed that, for phonological awareness and English vocabulary, full mediation effects were found. For letter knowledge, a partial mediation effect was observed. These results suggest that, in Chinese ESL kindergarteners, reading-related predictors foster word reading via spelling, a process that intersects phonology, orthography and semantics. Practical implications of these findings were also discussed. 相似文献
19.
《Scientific Studies of Reading》2013,17(1):43-61
Four groups of children in first grade were compared on early literacy tasks. Children in three of the groups were bilingual, each group representing a different combination of language and writing system, and children in the fourth group were monolingual speakers of English. All the bilingual children used both languages daily and were learning to read in both languages. The children solved decoding and phonological awareness tasks, and the bilinguals completed all tasks in both languages. Initial differences between the groups in factors that contribute to early literacy were controlled in an analysis of covariance, and the results showed a general increment in reading ability for all the bilingual children but a larger advantage for children learning two alphabetic systems. Similarly, bilinguals transferred literacy skills across languages only when both languages were written in the same system. Therefore, the extent of the bilingual facilitation for early reading depends on the relation between the two languages and writing systems. 相似文献
20.
Amy Pace Rufan Luo Dani Levine Aquiles Iglesias Jill de Villiers Roberta M. Golinkoff Mary S. Wilson Kathy Hirsh-Pasek 《Child development》2021,92(1):35-53
This study investigated the relation between Dual Language Learners’ (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both. 相似文献