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1.
This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to children's Spanish language and reading skills and does not limit English skills; and Spanish reading comprehension is positively associated with English reading comprehension. The model explains a significant percentage of the variance in English (R2 = .89) and Spanish (R2 = .87) reading comprehension outcomes. Findings shed light on the interdependence of Spanish and English as they relate to bilingual reading acquisition.  相似文献   

2.
This study examined and compared levels of phonological awareness in monolingual and bilingual English and Greek five‐year‐olds. Sixty‐eight children from Britain and Cyprus, matched on the basis of age, gender, non‐verbal and verbal IQ, were assigned to four groups: two bilingual (English‐Greek, Greek‐English) and two monolingual (English, Greek). Performance of the four groups on a set of six phonological tasks was compared. Bilingual children were given both English and Greek versions of the tasks; monolingual children were given the phonological tasks in their mother tongue only. Given the results of previous research, it was predicted that bilingual children would show higher levels of phonological awareness than monolingual. The children tested in Britain were already being taught to read in school, whereas those tested in Cyprus were not. On the basis of previous research, it was further predicted that there would also be effects of learning to read in an alphabetic language, such that the bilingual children tested in Britain would show higher levels of phonological awareness at the level of the phoneme than their counterparts tested in Cyprus. Results showed that the bilingual English‐Greek children significantly outperformed the monolingual English children, but this pattern was not replicated in the bilingual Greek‐English/monolingual Greek comparisons. This difference is discussed in terms of the bilingual enhancement effect, which, according to the present data, seems to occur only when bilingual children are exposed to a second language that is phonologically simpler than their first language. Results also showed that English‐Greek bilingual children performed significantly better than Greek‐English bilinguals, especially on tasks requiring phoneme awareness. This accords well with suggestions that learning to read in an alphabetic language promotes this level of phonological awareness.  相似文献   

3.
Many studies have shown that learning to read in a second language (L2) is similar, in many ways, to learning to read in a first language (L1). Nevertheless, reading development also relies upon oral language proficiency and is greatly influenced by orthographic consistency. This longitudinal study aimed to analyze the role of linguistic predictors (phonological awareness, letter knowledge, pseudoword repetition, morphosyntactic comprehension, lexical knowledge and rapid naming) in reading outcomes (fluency, accuracy and comprehension) in a group of bilingual children (n = 30) reading Italian as an L2, compared to a group of monolingual children (n = 56). We ran a multi-group structural equation model. Our findings showed that rapid automatized naming was a significant predictor of reading speed in both groups. However, the study revealed different patterns of predictors for reading accuracy, predictors for monolinguals being LK, phonological awareness and lexical knowledge, while pseudoword repetition was a predictor for bilinguals. Morphosyntactic comprehension was the most significant predictor of comprehension skills in bilingual children. Implications for clinical and educational settings are discussed.  相似文献   

4.
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   

5.
This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years.  相似文献   

6.
The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M age = 8.26 years) between Grades 1–4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime, compound structures and polysemy (i.e. words with multiple meanings) were measured using conceptually comparable tasks in both languages. Oral vocabulary, single word reading, and reading comprehension were also assessed. Path analysis revealed significant direct effects from Chinese rime awareness to both English word reading and reading comprehension. English phoneme awareness also had a significant direct effect on Chinese word reading. There was a significant direct effect from Chinese polyseme identification to English reading comprehension. Awareness of compound structure in one language also had indirect effects on reading outcomes in the other language via within-language compound structure awareness. These finding provided evidence for bi-directional cross-language phonological and morphological transfer in Chinese–English bilingual reading acquisition.  相似文献   

7.
The present study investigated the role of vocabulary depth in reading comprehension among a diverse sample of monolingual and bilingual children in grades 2?C4. Vocabulary depth was defined as including morphological awareness, awareness of semantic relations, and syntactic awareness. Two hundred ninety-four children from 3 schools in a Mid-Atlantic district and 3 schools in a Northeastern school district participated in the study and were assessed at the beginning and end of one school year on a wide variety of language and literacy measures. Bilingual children were assessed in English and Spanish. A latent difference score model that assessed change in a latent indicator of English reading comprehension from Time 1 (Fall) to Time 2 (Spring) was tested with results showing that vocabulary depth measures made significant contributions to initial status, but not change, in reading comprehension over and above between-subjects factors (grade, ethnicity, language status) and baseline control within-subject factors (word identification and vocabulary breadth). There was no added contribution of Spanish language measures to English reading comprehension among the bilingual students.  相似文献   

8.
The connection between language and reading is well established across many languages studied to date. Little is known, however, about the role of language in reading in Arabic??a Semitic language characterized by diglossia??in which the oral and written varieties differ across language components. This study examined the relationship among multiple components of language, namely, phonology, morphology, and vocabulary and reading outcomes in 83 bilingual English-Arabic children. Results revealed associations between phonological awareness skills across English and Arabic. These associations did not hold for morphological awareness skills. Results also revealed that for Arabic and English, phonological awareness predicted word and pseudoword reading accuracy and vocabulary predicted reading comprehension. These findings are consistent with the tenets of the extended version of the Triangle Model of reading, which underscores the importance of multiple language components in predicting reading outcomes. Implications for future research, early intervention, and instruction with bilingual children are highlighted.  相似文献   

9.
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudoword reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudoword reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantlyhigher scores than the monolingual English speaking reading disabled children on the English pseudoword reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. In this case, bilingualism does not appear to have negative consequences for the development of reading skills. In both English and Portuguese, reading difficulties appear to be strongly related to deficits in phonological processing.  相似文献   

10.
In order to examine the effect of the home language on the spelling development in English in children who are learning English as a second language (ESL learners), it is best to directly compare groups of ESL learners from various home language backgrounds. This study compared the oral language, phonological awareness, reading, and spelling performance of Tagalog–English bilingual, Cantonese–English bilingual, and monolingual English-speaking children in Grade 1. The bilingual children had lower scores than the monolinguals on measures of oral proficiency, but demonstrated similar or better performance on most phonological awareness, reading, and spelling tasks after controlling for vocabulary size in English. A series of moderated regression analysis revealed that although phonological awareness was associated with English spelling performance regardless of language background, the associations between specific spelling tasks and related underlying skills seemed to differ across language groups.  相似文献   

11.
This study investigated (1) the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming), and (2) unique contributions of orthographic, semantic (vocabulary and morphological awareness), phonological, and print-related predictors to word reading and spelling for 4- and 5-year old Korean-speaking children (N = 168). Syllable awareness was found to be positively related to word reading and spelling after accounting for print-related skills and phoneme awareness. Letter-name knowledge and orthographic awareness were uniquely related to word reading and spelling after accounting for other language and literacy-related skills. In addition, phoneme awareness was uniquely related to spelling whereas rapid serial naming was uniquely related to word reading, after accounting for other language and literacy-related skills. Semantic knowledge such as vocabulary and morphological awareness were not related to either word reading or spelling after accounting for other language and literacy-related skills. Word reading and spelling remained uniquely and positively related to each other. These findings are discussed in light of crosslinguistic variation in early literacy acquisition.  相似文献   

12.
Development of English‐ and Spanish‐reading skills was explored in a sample of 251 Spanish‐speaking English‐language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish‐ and English‐speaking children, but English oral language lagged significantly behind. Four categories of predictor variables were obtained in Spanish in kindergarten and in English in first grade: print knowledge, expressive language (as measured by vocabulary and sentence repetition tasks), phonological awareness, and rapid automatic naming (RAN). Longitudinal regression analyses indicated a modest amount of cross‐language transfer from Spanish to English. Hierarchical regression analyses indicated that developing English‐language skills (particularly phonological awareness and RAN) mediated the contribution of Spanish‐language variables to later reading. Further analyses revealed stronger within‐ than cross‐language associations of expressive language with later reading, suggesting that some variables function cross‐linguistically, and others within a particular language. Results suggest that some of the cognitive factors underlying reading disabilities in monolingual children (e.g., phonological awareness and RAN) may be important to an understanding of reading difficulties in bilingual children.  相似文献   

13.
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness). Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light of interlingual influence on bilingual children’s phonological awareness.
Young-Suk KimEmail:
  相似文献   

14.
The present study investigated proximal and distal predictors of reading comprehension by including latent factors such as alphabet knowledge, phonological awareness, semantic knowledge, word reading, oral reading fluency, and reading comprehension. The sample consisted of 79 five-year-old Korean-monolingual children who were assessed at the end of the school year. The results showed that alphabet knowledge, phonological awareness, and semantic knowledge latent variables were all positively and highly related to word-reading skills, but phonological awareness made a unique contribution above and beyond alphabet knowledge and semantic knowledge. Word reading was highly related to oral reading fluency and directly related to reading comprehension. Oral reading fluency, although a separate construct from word reading accuracy, was not uniquely related to reading comprehension after accounting for the effects of word reading and semantic knowledge. Semantic knowledge was fairly strongly and uniquely related to reading comprehension.  相似文献   

15.
Phonological awareness has been found to be strongly related to spelling. Findings on the relations between rapid‐naming and spelling are less consistent and have been suggested to be shared with speed of processing. This study set out to examine these relations in spelling and reading of Hebrew. Children attending the regular educational system were followed longitudinally (N = 70): phonological awareness, rapid‐naming and speed of processing were tested in kindergarten and in grade 1, and spelling and reading were tested in grade 2. Kindergarten and grade 1 rapid‐naming predicted spelling and word reading, and grade 1 phonological awareness predicted spelling, word reading and decoding. Speed of processing was an insignificant predictor. The findings extend the role of phonological awareness in spelling to an orthography with partial phonological representations and concurrently suggest weak relations. The results further suggest a link between rapid‐naming and orthographic knowledge, which may not be explained by shared variance with speed of processing.  相似文献   

16.

We examined whether akshara knowledge, phonological awareness, phonological memory, and RAN predict variability in word and nonword reading skills in Grade 1–4 children (N?=?200) learning to read Sinhala. Hierarchical regression analyses showed that akshara knowledge had the strongest unique association with both word and nonword reading accuracy across grades. Akshara knowledge and RAN predicted word and nonword reading fluency. The impact of phonological memory and syllable awareness on reading was mostly mediated by akshara knowledge, and phoneme awareness was not uniquely associated with word reading skills in any grade. These results suggest that there are multiple cognitive correlates of accurate and fluent word reading in Sinhala, and akshara knowledge is the most important predictor of learning to read words. The findings have implications for the literacy acquisition, development, and instruction in alphasyllabaries.

  相似文献   

17.
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby not likely to transfer to spelling performance.  相似文献   

18.
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of children learning Dutch. We asked whether the 2 types of instruction had different effects on vocabulary development and 2 precursors of reading ability—phonological awareness and letter knowledge—and we examined effects on these measures of the ability to learn new words with minimal acoustic-phonetic differences. Learners showed similar receptive target-word vocabulary gain after both types of instruction, but learners who received form-focused vocabulary instruction showed more gain in semantic knowledge of target vocabulary, phonological awareness, and letter knowledge than learners who received meaning-focused vocabulary instruction. Level of ability to learn pairs of words with minimal acoustic-phonetic differences predicted gain in semantic knowledge of target vocabulary and in letter knowledge in the form-focused instruction group only. Practice or Policy: A focus on the form of words during instruction appears to have benefits for young children learning vocabulary.  相似文献   

19.
Researchers and practitioners in the fields of reading and language are well informed about the importance of phonological awareness in beginning reading. The purpose of this special issue of Learning Disabilities Research & Practice is to present recent research that extends the search for language and reading connections beyond the realm of phonological awareness. Many children with language impairment (LI) identified before formal schooling experience persistent difficulty in learning to read. Two interrelated issues are prerequisite for understanding the developmental course of events that might link language and reading (dis)ability in these children. One is an appreciation of exactly what is meant by LI, while the second concerns how LI should be explained. In this introductory article, we explore the complexities of these two issues, in particular the controversy between the domain‐specific perspective and the domain‐general perspective on the nature of specific LI (SLI). Consistent with these perspectives, future studies on possible language‐reading links will need to measure language and related processes in greater breadth and depth, over time, and within a variety of experiential contexts. The five articles in this issue represent a critical first step in this direction.  相似文献   

20.
Difficulties in reading and language skills which persist from childhood into adult life are the concerns of this article. The aims were twofold: (1) to find measures of adult reading processes that validate adults’ retrospective reports of difficulties in learning to read during the school years, and (2) to search for indications of basic deficits in phonological processing that may point toward underlying causes of reading difficulties. Adults who reported a history of difficulties in learning to read (n=102) were distinctly disabled in phonological coding in reading, compared to adults without similar histories (n=56). They were less disabled in the comprehension of written passages, and the comprehension disability was explained by the phonological difficulties. A number of indications were found that adults with poor phonological coding skills in reading (i.e., dyslexia) have basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness, educational level, and daily reading habits are taken into account. It is suggested that dyslexics possess less distinct phonological representations of spoken words. This research was supported by a grant from the Danish Research Council to the first author.  相似文献   

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