Cross-Linguistic Differences in the Associations between Morphological Awareness and Reading in Spanish and English in Young Simultaneous Bilinguals

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Marks, Rebecca A.; Sun, Xin; McAlister López, Eva; Nickerson, Nia; Hernandez, Isabel; Caruso, Valeria C.; Satterfield, Teresa; Kovelman, Ioulia
Titel	Cross-Linguistic Differences in the Associations between Morphological Awareness and Reading in Spanish and English in Young Simultaneous Bilinguals
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 10, S.3907-3923 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marks, Rebecca A.) ORCID (Sun, Xin) ORCID (Kovelman, Ioulia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2090226
Schlagwörter	Case Studies; Morphology (Languages); Bilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Spanish; Metalinguistics; Literacy; Correlation; Transfer of Training; Elementary School Students; Language Tests; Reading Tests; Reading Comprehension; Language Classification; Heritage Education; Native Language; Language Maintenance; Reading Achievement; Language Dominance; Vocabulary Skills; Phonological Awareness; Intelligence Tests; Verbal Ability; Language Proficiency; Surveys; Language Usage; Language Acquisition; Peabody Picture Vocabulary Test; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Morphology; Morphologie; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Metalanguage; Metasprache; Alphabetisierung; Schreib- und Lesefähigkeit; Korrelation; Training; Transfer; Ausbildung; Language test; Sprachtest; Lesetest; Leseverstehen; Sprachtypologie; Sprachpflege; Leseleistung; Sprachliche Dominanz; Aktiver Wortschatz; Intelligence test; Intelligenztest; Mündliche Leistung; Language skill; Language skills; Sprachkompetenz; Survey; Umfrage; Befragung; Sprachgebrauch; Sprachaneignung; Spracherwerb
Abstract	This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals' two languages, we asked bilingual children (N = 90; M = 8.07 years old) to complete dual-language literacy assessments. First, we observed cross-linguistic differences in the associations between morphology and reading. In English, morphological awareness was directly related to word reading and reading comprehension, whereas in Spanish, the association with reading comprehension was fully mediated by vocabulary and single word reading. Second, we observed cross-linguistic associations from English word reading to Spanish reading comprehension, and from Spanish reading comprehension to English reading comprehension. Our findings inform bilingual literacy theory by revealing both cross-linguistic differences and bidirectional associations between literacy skills across typologically-distinct orthographies. In particular, children's word-level skills transferred from the language of schooling (English) into their heritage language (Spanish), and their broader reading comprehension skills transferred from the heritage language to support English. Taken together, these findings support the value of bilingual heritage language maintenance for reading achievement in children's dominant language of literacy instruction. (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