Crossover: The Role of Morphological Awareness in French Immersion Children's Reading

Autor/inn/en	Deacon, S. Helene; Wade-Woolley, Lesly; Kirby, John
Titel	Crossover: The Role of Morphological Awareness in French Immersion Children's Reading
Quelle	In: Developmental Psychology, 43 (2007) 3, S.732-746 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Literacy; French; Morphology (Languages); Immersion Programs; Bilingualism; Second Language Learning; Metalinguistics; Morphemes; Task Analysis; Measures (Individuals); Reading Skills; English; Elementary School Students; Linguistic Theory; Skill Development + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Französisch; Morphology; Morphologie; Immersionsprogramm; Bilingualismus; Zweitsprachenerwerb; Metalanguage; Metasprache; Morphem; Aufgabenanalyse; Messdaten; Reading skill; Lesefertigkeit; English language; Englisch; Linguistische Theorie; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological awareness) and reading of English and French in a group of 58 French immersion children across Grades 1-3. Early measures of English morphological awareness were significantly related to both English and French reading, after controlling for several variables. In contrast, early measures of French morphological awareness were significantly related to French reading only. Later measures of morphological awareness in French were significantly related to English and French reading. These relationships persisted even after controlling for several variables. Results of this study suggest that morphological awareness can be applied to reading across orthographies and that this relationship changes as children build their language and literacy skills. These findings are discussed in light of current theories of second-language reading acquisition. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10