What's in a word? Cross-linguistic influences on Spanish-English and Chinese-English bilingual children's word reading development

被引：24

作者：

Sun, Xin ^{[1
]}

Zhang, Kehui ^{[1
]}

Marks, Rebecca A. ^{[1
]}

Nickerson, Nia ^{[1
]}

Eggleston, Rachel L. ^{[1
]}

Yu, Chi-Lin ^{[1
]}

Chou, Tai-Li ^{[2
]}

Tardif, Twila ^{[1
]}

Kovelman, Ioulia ^{[1
]}

机构：

[1] Univ Michigan, Dept Psychol, 530 Church St, Ann Arbor, MI 48109 USA

[2] Natl Taiwan Univ, Dept Psychol, Taipei, Taiwan

来源：

CHILD DEVELOPMENT | 2022年 / 93卷 / 01期

基金：

美国国家卫生研究院;

关键词：

MORPHOLOGICAL AWARENESS; PHONOLOGICAL AWARENESS; LANGUAGE TRANSFER; ORAL LANGUAGE; VOCABULARY; GROWTH; INSTRUCTION; STUDENTS; SKILLS; AGE;

D O I：

10.1111/cdev.13666

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigates the cross-linguistic transfer of literacy skills in Spanish-English, Chinese-English bilingual, and English monolingual children (N = 283, 5-10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolinguals, Spanish-English bilinguals relied more on phonological awareness in word reading, whereas Chinese-English bilinguals relied more on lexical knowledge. Research question 2 examines relations between bilinguals' heritage language proficiency and English literacy. Results revealed direct and indirect effects of heritage language meta-linguistic skills on English word reading. The study yields implications for reading theories and instructional practices in optimizing literacy in linguistically diverse children.

引用

页码：84 / 100

页数：17

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