Syntactic Awareness and Reading Comprehension in Emergent Bilingual Children

被引：2

作者：

Burchell, Diana ^{[1
]}

Hipfner-Boucher, Kathleen ^{[1
]}

Deacon, S. Helene ^{[2
]}

Koh, Poh Wee ^{[1
]}

Chen, Xi ^{[1
]}

机构：

[1] Univ Toronto, Ontario Inst Studies Educ, Toronto, ON M5S 1A1, Canada

[2] Dalhousie Univ, Fac Sci, Halifax, NS B3H 4R2, Canada

来源：

LANGUAGES | 2023年 / 8卷 / 01期

关键词：

syntactic awareness; English-French bilingualism; reading comprehension; CROSS-LINGUISTIC TRANSFER; FRENCH IMMERSION STUDENTS; MORPHOLOGICAL AWARENESS; PHONOLOGICAL AWARENESS; VOCABULARY DEPTH; SIMPLE VIEW; ENGLISH; SKILLS; KNOWLEDGE; LANGUAGE;

D O I：

10.3390/languages8010062

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

The present study investigated the role of syntactic awareness in reading comprehension among English-French bilinguals learning French as an additional language in Canadian French immersion programs. We examined the direct effect of French syntactic awareness on French reading comprehension as well as the indirect effects mediated through French word reading and French vocabulary. We further examined the extent to which English syntactic awareness contributed to French reading comprehension through cross-language transfer, again considering both the direct effect and the indirect effects through French word reading and French vocabulary. Mediation analyses indicated that, within French, the relationship between French syntactic awareness and French reading comprehension was fully mediated by both French word reading and French vocabulary. In contrast, English syntactic awareness contributed directly to French reading comprehension. Finally, French word reading partially mediated the relationship between English syntactic awareness and French reading comprehension. Our study suggests that children who learn French as an additional language rely on word reading and vocabulary, in addition to French syntactic awareness, to comprehend French texts. Given that English is French immersion children's stronger language, they use English syntactic awareness to support French reading comprehension both directly and indirectly through French word reading.

引用

页数：19

共 73 条

[1] Anscombe, 1960, TECHNOMETRICS, V2, P123, DOI [DOI 10.1080/00401706.1960.10489888, 10.1080/00401706.1960.10489888]
[2] Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades
Au-Yeung, Karen
Hipfner-Boucher, Kathleen
Chen, Xi
Pasquarella, Adrian
D'Angelo, Nadia
Deacon, S. Helene
[J]. READING RESEARCH QUARTERLY, 2015, 50 (02) : 233 - 254
[3] Familiar words can serve as a semantic seed for syntactic bootstrapping
Babineau, Mireille
de Carvalho, Alex
Trueswell, John
Christophe, Anne
[J]. DEVELOPMENTAL SCIENCE, 2021, 24 (01)
[4] Barbosa Vanessa Magalhães, 2020, Rev. CEFAC, V22, pe2420, DOI 10.1590/1982-0216/20202232420
[5] SYNTACTIC AWARENESS IN RELATION TO READING SKILL AND ONGOING READING-COMPREHENSION MONITORING
BOWEY, JA
[J]. JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 1986, 41 (02) : 282 - 299
[6] Syntax and reading comprehension: a meta-analysis of different spoken-syntax assessments
Brimo, Danielle
Lund, Emily
Sapp, Alysha
[J]. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS, 2018, 53 (03) : 431 - 445
[7] Syntactic awareness and reading ability: Is there any evidence for a special relationship?
Cain, Kate
[J]. APPLIED PSYCHOLINGUISTICS, 2007, 28 (04) : 679 - 694
[8] Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework
Chung, Sheila Cira
Chen, Xi
Geva, Esther
[J]. JOURNAL OF NEUROLINGUISTICS, 2019, 50 : 149 - 161
[9] cpf, 2022, CANADIAN PARENTS FRE
[10] CUMMINS J, 1979, REV EDUC RES, V49, P222, DOI 10.3102/00346543049002222

← 1 2 3 4 5 6 7 8 →