What's in a Word? Cross-Linguistic Influences on Spanish-English and Chinese-English Bilingual Children's Word Reading Development

Autor/inn/en	Sun, Xin; Zhang, Kehui; Marks, Rebecca A.; Nickerson, Nia; Eggleston, Rachel L.; Yu, Chi-Lin; Chou, Tai-Li; Tardif, Twila; Kovelman, Ioulia
Titel	What's in a Word? Cross-Linguistic Influences on Spanish-English and Chinese-English Bilingual Children's Word Reading Development
Quelle	In: Child Development, 93 (2022) 1, S.84-100 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Xin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13666
Schlagwörter	Literacy; Reading Skills; Bilingualism; Transfer of Training; Monolingualism; Children; Spanish; English; Chinese; Phonological Awareness; Morphology (Languages); Lexicology; Semantics; Language Proficiency; Native Language; Metalinguistics + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Bilingualismus; Training; Transfer; Ausbildung; Child; Kind; Kinder; Spanisch; English language; Englisch; China; Chinesen; Morphology; Morphologie; Lexikologie; Semantik; Language skill; Language skills; Sprachkompetenz; Metalanguage; Metasprache
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01