First-Language Longitudinal Predictors of Second-Language Literacy in Young L2 Learners

Autor/inn/en	Shum, Kathy Kar-man; Ho, Connie Suk-Han; Siegel, Linda S.; Au, Terry Kit-fong
Titel	First-Language Longitudinal Predictors of Second-Language Literacy in Young L2 Learners
Quelle	In: Reading Research Quarterly, 51 (2016) 3, S.323-344 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Reading; Reading Ability; Reading Instruction; Literacy; Literacy Education; Second Language Learning; Second Language Instruction; Chinese; English; Foreign Countries; Longitudinal Studies; Reading Fluency; Predictor Variables; Grade 1; Intelligence Quotient; Writing Skills; Reading Difficulties; Phonological Awareness; Orthographic Symbols; Naming; Language Acquisition; English (Second Language); Rhyme; Reading Skills; Hong Kong + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Reading competence; Lesekompetenz; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; China; Chinesen; English language; Englisch; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; Intelligenzquotient; Writing skill; Schreibfertigkeit; Reading difficulty; Leseschwierigkeit; Sprachaneignung; Spracherwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Reim; Reading skill; Lesefertigkeit; Hongkong
Abstract	Can young students' early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross-language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word-reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and longitudinal predictors of English word reading, and text-level reading and writing skills across ages 7-10. These three Chinese measures together accounted for 16-28% of unique variance in the English literacy tasks across the three-year period. Students who showed word-reading difficulties in Chinese in grade 1 also performed more poorly than average Chinese readers in English reading and related cognitive tasks later on, especially on phonological tasks. The results provided evidence for the cross-language transfer of cognitive-linguistic abilities between two distinctly different orthographies. L1 markers underlying reading difficulties in both L1 and L2 can serve as early indicators of possible reading problems that may arise later in L2. These findings have clinical, educational, and theoretical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01