Literaturnachweis - Detailanzeige
Autor/inn/en | Rothou, Kyriakoula M.; Tsimpli, Ianthi |
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Titel | Biliteracy and Reading Ability in Children Who Learn Greek as a Second Language |
Quelle | In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 8, S.1036-1050 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rothou, Kyriakoula M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1367-0050 |
DOI | 10.1080/13670050.2017.1386614 |
Schlagwörter | Bilingualism; Literacy; Greek; Second Language Learning; Reading Ability; Indo European Languages; Case Studies; Oral Language; Task Analysis; Native Language; Monolingualism; Elementary School Students; Word Recognition; Expressive Language; Vocabulary Development; Language Proficiency; Reading Comprehension; Comparative Analysis; Foreign Countries; Greece Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Grieche; Griechisch; Zweitsprachenerwerb; Reading competence; Lesekompetenz; Indoeuropäisch; Case study; Fallstudie; Case Study; Oral interpretation; Mündlicher Sprachgebrauch; Aufgabenanalyse; Worterkennung; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Leseverstehen; Ausland; Griechenland |
Abstract | The differences and similarities in the word recognition and reading comprehension skills of monoliterate Albanian-Greek (ML2), biliterate Albanian-Greek (BL2) and monolingual (L1) children in grades 3-6 were examined in two cross-sectional studies. Participants completed standardized and experimental tasks measuring cognitive, oral language and reading skills. The first study explored the effect of biliteracy on Greek word recognition taking into account the impact of oral expressive vocabulary in that language. 24 BL2 and 66 ML2 were compared to 78 L1 speakers in visual word recognition. It was revealed that the two groups of bilingual children differed in word recognition. In addition, it demonstrated that oral proficiency in the second language can play a key role in second language word reading. Study 2 examined the differences in reading comprehension skills of 21ML2, 13BL2 and 19L1 children. ML2 children performed proficiently on text comprehension as their monolingual peers. However biliterate Albanian-Greek children had poorer performance than their L1 peers. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |