Contributions of Phonology, Orthography, and Morphology in Chinese-English Biliteracy Acquisition: A One-Year Longitudinal Study

Published on Jan 1, 2014
· DOI :10.1007/978-94-007-7380-6_10
Min Wang1
Estimated H-index: 1
(UMD: University of Maryland, College Park),
Candise Y. Lin1
Estimated H-index: 1
(UMD: University of Maryland, College Park),
Chen Yang1
Estimated H-index: 1
(UMD: University of Maryland, College Park)
This short-term longitudinal study followed 50 Chinese-English bilingual children from Grade 1 to Grade 2 to investigate the contribution of phonology, orthography, and morphology to biliteracy acquisition across time and across languages. Cross-language cross-time transfer was evident that Chinese onset awareness in Grade 1 predicted English real word reading in Grade 2. Within language across time, Chinese rime awareness at Grade 1 was a significant predictor of Chinese character reading in Grade 2. English phonemic awareness in Grade 1 accounted for unique variance in English real and pseudoword reading in Grade 2. These results highlight the importance of phonological awareness in long term reading development in bilingual children.
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