How Syntactic Awareness Might Influence Reading Comprehension in English-French Bilingual Children

Autor/inn/en	Sohail, Juwairia; Sorenson Duncan, Tamara; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi
Titel	How Syntactic Awareness Might Influence Reading Comprehension in English-French Bilingual Children
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 5, S.1289-1313 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sohail, Juwairia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10245-3
Schlagwörter	French; Syntax; Metalinguistics; Immersion Programs; Grade 1; Elementary School Students; Reading Comprehension; English; Second Language Learning; Second Language Instruction; English (Second Language); Language Dominance; Language of Instruction; Reading Processes; Transfer of Training; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Französisch; Metalanguage; Metasprache; Immersionsprogramm; School year 01; 1. Schuljahr; Schuljahr 01; Leseverstehen; English language; Englisch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachliche Dominanz; Teaching language; Unterrichtssprache; Leseprozess; Training; Transfer; Ausbildung; Ausland; Kanada
Abstract	This study evaluates the extent to which syntactic awareness contributes to reading comprehension in English-French bilinguals, considering both the potential for a direct relation, as well as an indirect one, through word reading. Participants were 146 first-grade students enrolled in early French immersion programs in Canada. While the children received all school instruction in French, English was their stronger language and the language of the broader community. Given this dual language context, we examined relations from syntactic awareness in each of English and French to children's French reading comprehension. Path analyses showed that within French, the language of school instruction, syntactic awareness contributed to reading comprehension indirectly through word reading. The findings suggest that novice readers rely more heavily on basic reading skills, such as word reading, to comprehend texts and syntactic awareness facilitates reading comprehension through word reading. Across the two languages, English syntactic awareness contributed both directly to French reading comprehension and indirectly through French word reading. The cross-language findings suggest that English syntactic awareness is related to French to support French reading comprehension. These findings help fill in a developmental picture in early bilinguals, particularly given studies of older, more skilled monolingual readers showing evidence for solely a direct relation between syntactic awareness and reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01