The contribution of phonological and morphological awareness in Chinese–English bilingual reading acquisition

The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M null null null null null null null null null null null null null null null 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...