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Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development 
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下载免费PDF全文 Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6–10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied to determine how bilingual AoE predicts reading outcomes. Early exposed bilinguals outperformed monolinguals on phonological awareness and word reading. Phonology and semantic (vocabulary) knowledge differentially predicted reading depending on the bilingual experience and AoE. Understanding how bilingual experiences impact phonological awareness and semantic knowledge, and in turn, impact reading outcomes is relevant for our understanding of what language and reading skills are best to focus on, and when, to promote optimal reading success. 相似文献
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Laura-Ann Petitto 《Mind, Brain, and Education》2009,3(4):185-197
We discuss the fruits of educational neuroscience research from our laboratory and show how the typical maturational timing milestones in bilingual language acquisition provide educators with a tool for differentiating a bilingual child experiencing language and reading delay versus deviance. Further, early schooling in two languages simultaneously affords young bilingual children a reading advantage and may also ameliorate the negative effect of low socioeconomic status on literacy. Using powerful brain imaging technology, functional Near Infrared Spectroscopy, we provide a first-time look into the developing brains of bilingual as comapred to monolingual children. We show unequivocally that the age of first bilingual exposure is a vital predictor of bilingual language and reading mastery. Accounts that promote later dual language and reading instruction, or those that assert human brain development is unrelated to bilingual language mastery, are not supported by the present findings. We discuss the implications for education, teachers, and developmental brain sciences. 相似文献
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ABSTRACT— How do people spell the thousands of words at the tips of their tongues? Are words with regular sound‐to‐letter correspondences (e.g., “blink”) spelled using the same neural systems as those with irregular correspondences (e.g., “yacht”)? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use a single lexical memory process or whether dual mechanisms of lexical memory and sublexical phonological rules work in concert. We further aim to advance understanding of how people read by taking a fresh look at the related yet distinct capacity to spell. During functional magnetic resonance imaging scanning, 12 participants heard low‐frequency regular words, irregular words, and nonwords (e.g., “shelm”) and responded whether a visual presentation of the word was spelled correctly or incorrectly. While behavioral measures suggested some differences in accuracy and reaction time for the different word types, the neuroimaging results alone demonstrated robust differential processing and support a dual‐route model of spelling, with implications for how spelling is taught and remediated in clinical and educational contexts. 相似文献
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Laura-Ann Currie 《Literacy》1997,31(1):11-16
Laura-Ann Currie explores some of the reasons why teachers might choose to use a novel as a vehicle for the teaching and learning of literacy. She outlines some of the benefits of this kind of work and suggests that it has more to offer than a diet of extracts from stories, as often provided through junior reading scheme books. 相似文献
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