English Phonological Specificity Predicts Early French Reading Difficulty in Emerging Bilingual Children

Autor/inn/en	Krenca, Klaudia; Gottardo, Alexandra; Geva, Esther; Chen, Xi
Titel	English Phonological Specificity Predicts Early French Reading Difficulty in Emerging Bilingual Children
Quelle	In: Annals of Dyslexia, 70 (2020) 1, S.27-42 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krenca, Klaudia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-019-00188-4
Schlagwörter	French; Dyslexia; English; Native Language; Second Language Learning; Bilingualism; Grade 1; Elementary School Teachers; Phonology; Immersion Programs; Foreign Countries; Language Dominance; At Risk Students; Classification; Prediction; Computer Games; Vocabulary Development; Computer Assisted Testing; Phonological Awareness; Nonverbal Ability; Canada + Suchen Sie Ihr Suchwort? Französisch; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; English language; Englisch; Zweitsprachenerwerb; Bilingualismus; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fonologie; Immersionsprogramm; Ausland; Sprachliche Dominanz; Classification system; Klassifikation; Klassifikationssystem; Vorhersage; Computer game; Computerspiel; Computerspiele; Wortschatzarbeit; Kanada
Abstract	The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., "foal" and "sole") and French (e.g., "bac" "bin" and "bague" "ring") word pairs contrasted by minimal phonological differences. The results indicated that the dynamic test of lexical specificity in English contributed significantly to the prediction of children's French at-risk reading status at the end of Grade 1 after controlling for French phonological awareness and nonverbal reasoning skills. However, French lexical specificity did not predict children's reading risk classification in French after controlling for French phonological awareness. Thus, it may be feasible to identify at-risk status in emerging bilinguals using dynamic measures in their stronger language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01