Biliteracy and Reading Ability in Children Who Learn Greek as a Second Language

Autor/inn/en	Rothou, Kyriakoula M.; Tsimpli, Ianthi
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01