The Contribution of Phonological and Morphological Awareness in Chinese-English Bilingual Reading Acquisition

Autor/inn/en	Lin, Candise Y.; Cheng, Chenxi; Wang, Min
Titel	The Contribution of Phonological and Morphological Awareness in Chinese-English Bilingual Reading Acquisition
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 1, S.99-132 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9775-8
Schlagwörter	Phonological Awareness; Morphology (Languages); Bilingualism; Reading; Chinese; English (Second Language); Elementary School Students; Path Analysis; Reading Comprehension; Phonemic Awareness + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Bilingualismus; Leseprozess; Lesen; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Pfadanalyse; Leseverstehen
Abstract	The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M[subscript age] = 8.26 years) between Grades 1-4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime, compound structures and polysemy (i.e. words with multiple meanings) were measured using conceptually comparable tasks in both languages. Oral vocabulary, single word reading, and reading comprehension were also assessed. Path analysis revealed significant direct effects from Chinese rime awareness to both English word reading and reading comprehension. English phoneme awareness also had a significant direct effect on Chinese word reading. There was a significant direct effect from Chinese polyseme identification to English reading comprehension. Awareness of compound structure in one language also had indirect effects on reading outcomes in the other language via within-language compound structure awareness. These finding provided evidence for bi-directional cross-language phonological and morphological transfer in Chinese-English bilingual reading acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01