Language-Specific Phonological Skills and the Relationship with Reading Accuracy in Sylheti-English Sequential Bilinguals

Autor/inn/en	McCarthy, Kathleen M.; Skoruppa, Katrin
Titel	Language-Specific Phonological Skills and the Relationship with Reading Accuracy in Sylheti-English Sequential Bilinguals
Quelle	In: Child Development, 94 (2023) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCarthy, Kathleen M.) ORCID (Skoruppa, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13880
Schlagwörter	Phonology; Bilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Monolingualism; Immigrants; Native Language; Phonological Awareness; Foreign Countries; Indo European Languages; Ethnic Groups; Transfer of Training; Interference (Language); Accuracy; Reading Skills; Literacy Education; United Kingdom + Suchen Sie Ihr Suchwort? Fonologie; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Immigrant; Immigrantin; Immigranten; Ausland; Indoeuropäisch; Ethnie; Training; Transfer; Ausbildung; Reading skill; Lesefertigkeit; Großbritannien
Abstract	This study investigated the influence of first language (L1) phonology on second language (L2) early reading skills in Sylheti-English bilinguals (N = 58; 48% girls; British Bangladeshi) and their monolingual-English peers (N = 43; 45% girls; 96% White British, 4% multiethnic British) in a diaspora context. Language-specific phonological awareness and nonword repetition were tested at two time points (6;2-7;8 years-old). At Time 1, the bilinguals had lower productive accuracy for phonological sequences that violated their L1 phonology (d = 0.56; 0.84), and these skills accounted for a significant amount of variance in their reading accuracy. At Time 2, the language-specific effects were no longer present. These findings highlight the importance of considering language structure in multilingual early literacy development. (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