Match!

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)
Abstract
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.
  • References (43)
  • Citations (10)
📖 Papers frequently viewed together
1,598 Citations
8 Citations
233 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
References43
Newest
#1Darielle Greenberg (Alliant International University)
Source
#1M. Kendra Sun-Alperin (UMD: University of Maryland, College Park)H-Index: 2
#2Min Wang (UMD: University of Maryland, College Park)H-Index: 20
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 ta...
64 CitationsSource
#1Debra Jared (UWO: University of Western Ontario)H-Index: 19
#2Pierre Cormier (U de M: Université de Moncton)H-Index: 11
Last. Lesly Wade-Woolley (Queen's University)H-Index: 19
view all 4 authors...
English language predictors of English and French reading development were investigated in a group of 140 children who were enrolled in French immersion programs. Children were first tested in kindergarten, and their reading achievement was tested yearly in both English and French from Grades 1 to 3, with word-level and passage-level measures that assessed accuracy as well as fluency. Hierarchical linear modeling was used to examine which English variables predicted Grade 3 outcomes and growth r...
66 CitationsSource
#1Him Cheung (CUHK: The Chinese University of Hong Kong)H-Index: 21
#2Kevin Kien Hoa Chung (EUHK: Hong Kong Institute of Education)H-Index: 22
Last. Connie Suk-Han Ho (HKU: University of Hong Kong)H-Index: 30
view all 6 authors...
In this study, we examined the intercorrelations among speech perception, metalinguistic (i.e., phonological and morphological) awareness, word reading, and vocabulary in a 1st language (L1) and a 2nd language (L2). Results from 3 age groups of Chinese-English bilingual children showed that speech perception was more predictive of reading and vocabulary in the L1 than L2. While morphological awareness uniquely predicted reading and vocabulary in both languages, phonological awareness played such...
47 CitationsSource
#1Jie Zhang (UIUC: University of Illinois at Urbana–Champaign)H-Index: 9
#2Richard C. Anderson (UIUC: University of Illinois at Urbana–Champaign)H-Index: 64
Last. Yan Zhang (BNU: Beijing Normal University)H-Index: 1
view all 6 authors...
Cross-language transfer of awareness of the structure of compound words was investigated among native speakers of Chinese who were learning English as a second language. Chinese fifth graders received instruction in the morphology of four types of compound words in either Chinese or English. They then completed both the Chinese and English versions of a compound word structure analogy task. Compared with children who received no instruction, children who received instruction in Chinese were able...
42 CitationsSource
#1Gloria Ramirez (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
#2Xi Chen (OISE/UT: Ontario Institute for Studies in Education)H-Index: 24
Last. Heidi Kiefer (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
view all 4 authors...
This study investigated within and cross-language effects of morphological awareness on word reading among Spanish-speaking children who were English Language Learners. Participants were 97 Spanish-speaking children in grade 4 and grade 7. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading after controlling for other reading relate...
119 CitationsSource
#1Xiuli Tong (CUHK: The Chinese University of Hong Kong)H-Index: 14
#2Catherine McBride-Chang (CUHK: The Chinese University of Hong Kong)H-Index: 56
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 a...
50 CitationsSource
#1Jonathan M. Campbell (UGA: University of Georgia)H-Index: 17
#2Aila K. Dommestrup (UGA: University of Georgia)H-Index: 1
The Peabody Picture Vocabulary Test (PPVT) is an individually administered, norm-referenced test of single-word receptive (or hearing) vocabulary. Originally published in 1959, the PPVT has been revised several times and currently exists in its fourth edition (PPVT-4; Dunn & Dunn, 2007). In addition to assessing receptive vocabulary, test authors report that the PPVT-4 may be used as a means of estimating verbal development (Dunn & Dunn, 2007). Normed with a sample of 3,540 individuals ages 2½ t...
3,244 CitationsSource
#1Young-Suk Kim (FSU: Florida State University)H-Index: 30
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 program...
52 CitationsSource
#1S. Hélène Deacon (Dal: Dalhousie University)H-Index: 25
#2Lesly Wade-Woolley (Queen's University)H-Index: 19
Last. John R. Kirby (Queen's University)H-Index: 40
view all 3 authors...
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 morpho...
57 CitationsSource
Cited By10
Newest
1 CitationsSource
#1Lucy Shih Ju Hsu (UM: University of Michigan)H-Index: 4
#2Ka I. Ip (UM: University of Michigan)H-Index: 4
Last. Ioulia Kovelman (UM: University of Michigan)H-Index: 12
view all 5 authors...
ABSTRACTThe developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second-language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different langua...
4 CitationsSource
#1Richard K. Wagner (FSU: Florida State University)H-Index: 52
#2Rachel E. Joyner (FSU: Florida State University)H-Index: 1
Last. Fotena A. Zirps (FSU: Florida State University)H-Index: 1
view all 8 authors...
The three major phonological skills related to word-level reading are phonological awareness, phonological short-term/working memory, and phonological retrieval (i.e., rapid automatized naming). These skills and their relations to reading development in English and other alphabetic writing systems are presented. Then, the phonological processes in a non-alphabetic writing system, Chinese, are explored, as are the phonological skills of multi-lingual students. Research in these areas helps provid...
Source
#1Candise Yue Lin (SC: University of Southern California)
#2Min Wang (UMD: University of Maryland, College Park)
Last. Anisha Singh (UMD: University of Maryland, College Park)
view all 3 authors...
Source
#1Candise Y. Lin (SC: University of Southern California)H-Index: 4
#2Chenxi Cheng (UMD: University of Maryland, College Park)H-Index: 11
Last. Min Wang (UMD: University of Maryland, College Park)H-Index: 20
view all 3 authors...
8 CitationsSource
#1Ka I. Ip (UM: University of Michigan)H-Index: 4
#2Lucy Shih Ju Hsu (HKU: University of Hong Kong)H-Index: 4
Last. Ioulia Kovelman (UM: University of Michigan)H-Index: 12
view all 5 authors...
Can bilingual exposure impact children's neural circuitry for learning to read? To answer this question, we investigated the brain bases of morphological awareness, one of the key spoken language abilities for learning to read in English and Chinese. Bilingual Chinese-English and monolingual English children (N = 22, ages 7–12) completed morphological tasks that best characterize each of their languages: compound morphology in Chinese (e.g. basket + ball = basketball) and derivational morphology...
7 CitationsSource
#1Alexandra Gottardo (WLU: Wilfrid Laurier University)H-Index: 14
#2Poh Wee Koh (FSU: Florida State University)H-Index: 3
Last. Fanli Jia (Seton Hall University)H-Index: 8
view all 4 authors...
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 Chine...
Source
#1Shiyu Wu (SJTU: Shanghai Jiao Tong University)
#2Zheng Ma (Shanghai Maritime University)
Previous research has indicated that, in viewing a visual word, the activated phonological representation in turn activates its homophone, causing semantic interference. Using this mechanism of phonological mediation, this study investigated native-language phonological interference in visual recognition of Chinese two-character compounds by early Hakka–Mandarin bilinguals. A visual semantic-relatedness decision task in Chinese was given to native Mandarin speakers and early Hakka–Mandarin bilin...
Source
#1Alexandra Gottardo (WLU: Wilfrid Laurier University)H-Index: 14
#2Adrian Pasquarella (UD: University of Delaware)H-Index: 10
Last. Gloria Ramirez (TRU: Thompson Rivers University)H-Index: 8
view all 4 authors...
The relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between...
10 CitationsSource
#1Sihui Ke (CMU: Carnegie Mellon University)H-Index: 1
#2Feng Xiao (Pomona College)H-Index: 5
Substantial biliteracy research on two alphabetic languages has indicated that, once it is fostered in the first language (L1) literacy experience, morphological awareness can transfer and facilitate second language (L2) reading. It is still unclear, however, whether L1 metalinguistic awareness transfers in the same manner across typologically different languages, and to what extent and under what conditions transfer occurs. This paper synthesises eight studies on the transfer of morphological a...
5 CitationsSource