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The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US

Published on Feb 17, 2019in International Journal of Bilingual Education and Bilingualism2.62
· DOI :10.1080/13670050.2016.1239692
Lena V. Kremin1
Estimated H-index: 1
(UM: University of Michigan),
Maria M. Arredondo5
Estimated H-index: 5
(UM: University of Michigan)
+ 2 AuthorsIoulia Kovelman12
Estimated H-index: 12
(UM: University of Michigan)
Abstract
ABSTRACTModels of monolingual literacy propose that reading acquisition builds upon children’s semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children’s literacy. A comparison between Spanish–English bilingual and English monolingual children (ages 6–13, N = 70) from the US revealed that bilinguals had stronger associations between phonological and orthographic representations than monolinguals during English reading. While vocabulary was the strongest predictor of English word reading for both groups, phonology and morphosyntax were the best predictors of Spanish reading for bilinguals. This comparison reveals distinct developmental processes across learners and languages, and suggests that early and systematic biliteracy exposure at home and through afterschool programs can influence children’s sound-to-print associations even in the context of language-specific (...
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  • Citations (2)
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References47
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#1Maria M. Arredondo (UM: University of Michigan)H-Index: 5
#2Melanie Rosado (UM: University of Michigan)H-Index: 1
Last. Teresa Satterfield (UM: University of Michigan)H-Index: 4
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Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly U.S. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended qu...
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#1Linda SiegelH-Index: 1
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#1Marie LallierH-Index: 14
#2Joana Acha (UPV/EHU: University of the Basque Country)H-Index: 12
Last. Manuel Francisco Carreiras Valiña (Ikerbasque)H-Index: 53
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This study investigates whether orthographic consistency and transparency of languages have an impact on the development of reading strategies and reading sub-skills (i.e. phonemic awareness and visual attention span) in bilingual children. We evaluated 21 French (opaque)-Basque (transparent) bilingual children and 21 Spanish (transparent)-Basque (transparent) bilingual children at Grade 2, and 16 additional children of each group at Grade 5. All of them were assessed in their common language (i...
18 CitationsSource
#1Maria M. Arredondo (UM: University of Michigan)H-Index: 5
#2Ka I. Ip (UM: University of Michigan)H-Index: 4
Last. Ioulia Kovelman (UM: University of Michigan)H-Index: 12
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How does the developing brain support the transition from spoken language to print? Two spoken language abilities form the initial base of child literacy across languages: knowledge of language sounds (phonology) and knowledge of the smallest units that carry meaning (morphology). While phonology has received much attention from the field, the brain mechanisms that support morphological competence for learning to read remain largely unknown. In the present study, young English-speaking children ...
9 CitationsSource
#1Ioulia Kovelman (UM: University of Michigan)H-Index: 12
#2Maha Salah-Ud-Din (UM: University of Michigan)H-Index: 1
Last. Laura-Ann Petitto (NSF: National Science Foundation)H-Index: 3
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AbstractIn teaching reading, educators strive to find the balance between a code-emphasis approach and a meaning-oriented literacy approach. However, little is known about how different approaches to literacy can benefit bilingual children’s early reading acquisition. To investigate the novel hypothesis that children’s age of first bilingual exposure can interact with different approaches to literacy, we tested 56 Spanish-English bilingual children (ages 7–9), with birth exposure to Spanish and ...
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#1Adrian Pasquarella (UD: University of Delaware)H-Index: 10
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This study examined cross-language transfer of word reading accuracy and word reading fluency in Spanish–English and Chinese–English bilinguals. Participants included 51 Spanish–English and 64 Chinese–English bilinguals. Both groups of children completed parallel measures of phonological awareness, rapid automatized naming, word reading accuracy, and word reading fluency in their first language (L1) and in English, their second language (L2) in Grade 1. Word reading accuracy and word reading flu...
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The use of two or more languages is common in most of the world. Yet, until recently, bilingualism was considered to be a complicating factor for language processing, cognition, and the brain. The past 20 years have witnessed an upsurge of research on bilingualism to examine language acquisition and processing, their cognitive and neural bases, and the consequences that bilingualism holds for cognition and the brain over the life span. Contrary to the view that bilingualism complicates the langu...
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#1Linnea C. Ehri (CUNY: City University of New York)H-Index: 45
Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print. This development is portrayed by Ehri (2005a) as a sequence of overlapping phases, each characterized by the predominant type of connection linking spellings of words to their pronunciations in memory. During develo...
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#1Yuuko Uchikoshi (UC Davis: University of California, Davis)H-Index: 10
This study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier English exposure led to larger English vocabulary in kindergarten. There was no interference of early English exposure on native-language vocabulary. Moreo...
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Abstract Reading relies on a left-lateralized brain system, including occipito-temporal (OTC), temporo-parietal, and inferior frontal (IFC) cortices. Neuroimaging studies have investigated whether activation in these cortices is modulated by a language’s orthographic depth (consistency of grapheme-to-phoneme conversion). In Spanish-English bilinguals, some but not all studies have reported activation differences between the two languages during reading. Here, we studied Spanish-English early bil...
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#1Lucy Shih Ju Hsu (UM: University of Michigan)H-Index: 4
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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...
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Abstract How does bilingual exposure impact children’s neural circuitry for learning to read? Theories of bilingualism suggests that exposure to two languages may yield a functional and neuroanatomical adaptation to support the learning of two languages (Klein et al., 2014). To test the hypothesis that this neural adaptation may vary as a function of structural and orthographic characteristics of bilinguals’ two languages, we compared Spanish-English and French-English bilingual children, and En...
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