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Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English

Published on Feb 17, 2019in International Journal of Bilingual Education and Bilingualism2.62
· DOI :10.1080/13670050.2016.1246515
Lucy Shih Ju Hsu4
Estimated H-index: 4
(UM: University of Michigan),
Ka I. Ip4
Estimated H-index: 4
(UM: University of Michigan)
+ 2 AuthorsIoulia Kovelman12
Estimated H-index: 12
(UM: University of Michigan)
Source
Abstract
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 languages. In the present study, we compared Chinese–English bilinguals and English monolinguals (ages 6–12, N = 134) born and raised in the US on their English language and reading skills including vocabulary, phonological and morphological awareness, and word reading. We conducted whole group and subgroup analyses on younger participants to examine the extent of the effect. In monolinguals, phonological abilities directly predicted English word reading. In contrast, in bilinguals, both phonological and morphological ab...
  • References (53)
  • Citations (4)
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References53
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#1Lena V. Kremin (UM: University of Michigan)H-Index: 1
#2Maria M. Arredondo (UM: University of Michigan)H-Index: 5
Last. Ioulia Kovelman (UM: University of Michigan)H-Index: 12
view all 5 authors...
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 orthogr...
2 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
#1Li-Jen Kuo (A&M: Texas A&M University)H-Index: 13
#2Yuuko Uchikoshi (UC Davis: University of California, Davis)H-Index: 10
Last. Xinyuan Yang (A&M: Texas A&M University)H-Index: 3
view all 4 authors...
Abstract The purpose of this study was to examine the relationship between bilingualism and phonological awareness by re-evaluating structural sensitivity theory and expanding cross-language transfer theory . The study was conducted with three groups of 1st and 2nd graders matched in age, SES and nonverbal IQ: a) monolingual English-speaking children from a general education program, b) native Japanese-speaking children from a Japanese–English two-way immersion bilingual program and c) native En...
9 CitationsSource
#1Mariëlle J. L. Prevoo (LEI: Leiden University)H-Index: 7
#2Maike Malda (LEI: Leiden University)H-Index: 8
Last. Marinus H. van IJzendoorn (LEI: Leiden University)H-Index: 95
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Sixteen meta-analyses were conducted to examine relations of typically developing bilingual immigrant-background children’s oral language proficiency in their first and second language with the school outcomes of early literacy (k = 41), reading (k = 61), spelling (k = 9), mathematics (k = 9), and academic achievement (k = 9). Moderate to strong within-language relations were found for all school outcomes (.22 < r < .43), and cross-language relations for early literacy and reading (.12 < r < .22...
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#1Jamie M. Quinn (FSU: Florida State University)H-Index: 6
#2Richard K. Wagner (FSU: Florida State University)H-Index: 52
Last. Danielle Lopez (FSU: Florida State University)H-Index: 4
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The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehen...
72 CitationsSource
#1Shuang Song (BNU: Beijing Normal University)H-Index: 5
#2Mengmeng Su (BNU: Beijing Normal University)H-Index: 7
Last. Hua Shu (BNU: Beijing Normal University)H-Index: 41
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In this 8-year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred sixty-four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills,...
38 CitationsSource
#1Adrian Pasquarella (UD: University of Delaware)H-Index: 10
#2Xi Chen (OISE/UT: Ontario Institute for Studies in Education)H-Index: 24
Last. Esther Geva (OISE/UT: Ontario Institute for Studies in Education)H-Index: 32
view all 4 authors...
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...
31 CitationsSource
#1Li Sheng (University of Texas at Austin)H-Index: 11
Twenty-seven Mandarin-English bilingual children participated in picture identification and picture naming tasks at two time points, 16 months apart. The younger children (mean age = 4 years) showed greater gains over time than the older children (mean age = 6 years 10 months) in English lexical-semantic skills and neither group showed significant gains in Mandarin. At the individual level, a majority of the children showed increased accuracy for the English tasks, but only half of them did so f...
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#1Juan Zhang (UM: University of Macau)H-Index: 10
#2Catherine McBride-Chang (CUHK: The Chinese University of Hong Kong)H-Index: 56
Last. Shingfong Chan (CUHK: The Chinese University of Hong Kong)H-Index: 2
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Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at...
8 CitationsSource
#1Min Wang (UMD: University of Maryland, College Park)H-Index: 1
#2Candise Y. Lin (UMD: University of Maryland, College Park)H-Index: 1
Last. Chen Yang (UMD: University of Maryland, College Park)H-Index: 1
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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 Gr...
10 CitationsSource
Cited By4
Newest
#1Ka I. Ip (UM: University of Michigan)H-Index: 4
#2Rebecca A. Marks (UM: University of Michigan)
Last. loulia Kovelman (UM: University of Michigan)
view all 7 authors...
Abstract Morphological awareness, the ability to manipulate the smallest units of meaning, is critical for Chinese literacy. This is because Chinese characters typically reflect the morphemic, or morpho-syllabic units of language. Yet, the neurocognitive mechanisms underlying Chinese speakers’ morphological processing remain understudied. Proficient readers (N = 14) completed morphological and phonological judgment tasks in Chinese, in both auditory and visual modalities, during fMRI imaging. Ke...
Source
#1Poh Wee Koh (FSU: Florida State University)H-Index: 3
#2Xi Chen (OISE/UT: Ontario Institute for Studies in Education)H-Index: 24
Last. Alexandra Gottardo (WLU: Wilfrid Laurier University)H-Index: 14
view all 3 authors...
Source
#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
#1Kaja K. Jasińska (Haskins Laboratories)H-Index: 5
#2Melody S. BerensH-Index: 6
Last. Laura-Ann Petitto (NSF: National Science Foundation)H-Index: 3
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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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