Spelling Development in Hong Kong Early Chinese-English Literacy Learners

Autor/inn/en	Ye, Yanyan; Pan, Dora Jue; McBride, Catherine
Titel	Spelling Development in Hong Kong Early Chinese-English Literacy Learners
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 9, S.2523-2547 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ye, Yanyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10403-1
Schlagwörter	Foreign Countries; Spelling; Bilingual Students; Chinese; English (Second Language); Second Language Instruction; Phonological Awareness; Kindergarten; Grade 1; Grade 2; Elementary School Students; Predictor Variables; Reading Skills; Literacy; Correlation; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Schreibweise; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Prädiktor; Reading skill; Lesefertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Korrelation; Hongkong
Abstract	Cross-language transfer happens in bilingual reading development. However, little is known about whether L1 affects L2 spelling development. In addition, longitudinal studies are needed to examine the L1-L2 relations developmentally from the beginning of literacy learning. We tested whether and which Chinese (L1) literacy-related skill(s) in kindergartners predicted their English (L2) spelling in the first and second grades. Notably, the associations of previous L1 spelling to later L2 spelling were also examined. Regression analyses showed that kindergarten Chinese phonological awareness predicted English spelling in the first and second grades. Cross-lagged modeling suggested that kindergarten Chinese spelling predicted first-grade English spelling. However, with other literacy-related skills statistically controlled, first-grade Chinese spelling was negatively associated with second-grade English spelling. This study highlights the complexity of cross-language transfer, especially in the early stages of literacy learning. In early bi-literacy learning, the cross-language transfer between Chinese and English may change dynamically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01