Do We 'Laugh' or 'La8gh'? Early Print Knowledge and Its Relation to Learning to Read in English and French

Autor/inn/en	Chung, Sheila Cira; Geva, Esther; Chen, Xi; Deacon, S. Helene
Titel	Do We 'Laugh' or 'La8gh'? Early Print Knowledge and Its Relation to Learning to Read in English and French
Quelle	In: Scientific Studies of Reading, 25 (2021) 6, S.519-533 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deacon, S. Helene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1863970
Schlagwörter	Reading Processes; Bilingualism; Grade 1; Kindergarten; Longitudinal Studies; French; Second Language Learning; English (Second Language); Parent Background; Educational Attainment; Vocabulary Development; Prediction; Emergent Literacy; Phonological Awareness; Naming; Word Recognition; Immersion Programs; Foreign Countries; Task Analysis; Knowledge Level; Achievement Tests; Canada; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Leseprozess; Bilingualismus; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Französisch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Elternhaus; Bildungsabschluss; Bildungsgut; Wortschatzarbeit; Vorhersage; Frühleseunterricht; Worterkennung; Immersionsprogramm; Ausland; Aufgabenanalyse; Wissensbasis; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kanada
Abstract	Models of reading development point to a role for knowledge about the orthography quite late in children's reading development; here we explore the contributions of early orthographic knowledge -- of the features of print -- to word reading development between kindergarten and Grade 1. We did so in a longitudinal study of 93 emergent bilingual children whose formal instruction was in French, a different language than they spoke at home, followed from senior kindergarten to Grade 1. Linear regression analyses showed that early print knowledge in both English and French significantly predicted French word reading in Grade 1; no such relations emerged to English word reading. Analyses included control measures of parental education and English vocabulary, phonological awareness, rapid automatized naming, and autoregressive controls of earlier word reading. These results suggest that print knowledge can be used to predict progress in second language word reading in emergent bilingual children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01