Phonological specificity relates to phonological awareness and reading ability in English–French bilingual children
Abstract
The 1-year longitudinal study presented here examined the extent to which the ability to build phonologically specific lexical entries as a result of increasing vocabulary size predicts word reading via its impact on phonological awareness within and across languages in 62 emerging English (L1) and French (L2) Grade 1 children (M = 75.69 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed...
Paper Details
Title
Phonological specificity relates to phonological awareness and reading ability in English–French bilingual children
Published Date
Jun 12, 2019
Journal
Volume
33
Issue
2
Pages
267 - 291
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