Flexibility in young second-language learners: examining the language specificity of orthographic processing

被引:50
作者
Deacon, S. Helene [1 ]
Wade-Woolley, Lesly [2 ]
Kirby, John R. [2 ]
机构
[1] Dalhousie Univ, Halifax, NS B3H 3J5, Canada
[2] Queens Univ, Kingston, ON K7L 3N6, Canada
关键词
MORPHOLOGICAL AWARENESS; PHONOLOGICAL AWARENESS; ENGLISH; SKILLS; KNOWLEDGE; ACQUISITION; CHILDREN; CHINESE; FRENCH; WORDS;
D O I
10.1111/j.1467-9817.2009.01392.x
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study examines whether orthographic processing transfers across languages to reading when the writing systems under acquisition are sufficiently related. We conducted a study with 76 7-year-old English-first-language children in French immersion. Measures of English and French orthographic processing (orthographic choice tasks) and standardised measures of English and French word reading (Woodcock and FIAT) were taken, in addition to verbal and nonverbal ability, and phonological and morphological awareness. Analyses reveal significant contributions of orthographic processing to reading both within and across the two languages, despite the inclusion of control variables. Findings of the transfer of orthographic processing skills to reading across languages suggest that orthographic processing may not be as language specific as previously hypothesised. We discuss the several similarities between English and French, such as a shared alphabet and cognates, that may drive transfer across languages in the context of current theories of second-language reading development.
引用
收藏
页码:215 / 229
页数:15
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