Common and Distinct Cognitive Bases for Reading in English-Cantonese Bilinguals

Autor/inn/en	Luk, Gigi; Bialystok, Ellen
Titel	Common and Distinct Cognitive Bases for Reading in English-Cantonese Bilinguals
Quelle	In: Applied Psycholinguistics, 29 (2008) 2, S.269-289 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716407080125
Schlagwörter	Early Reading; Phonological Awareness; Factor Analysis; English; Cognitive Ability; Bilingualism; Phonology; Children; Word Recognition; Applied Linguistics; Psycholinguistics; Language Processing; Young Children; Reading Skills; Reading Processes; Emergent Literacy; Correlation; Sino Tibetan Languages; Bilingual Students + Suchen Sie Ihr Suchwort? Frühlesen; Faktorenanalyse; English language; Englisch; Denkfähigkeit; Bilingualismus; Fonologie; Child; Kind; Kinder; Worterkennung; Linguistics; Linguistik; Angewandte Linguistik; Psycholinguistik; Sprachverarbeitung; Frühe Kindheit; Reading skill; Lesefertigkeit; Leseprozess; Frühleseunterricht; Korrelation
Abstract	The study explores the relationship between phonological awareness and early reading for bilingual children learning to read in two languages that use different writing systems. Participants were 57 Cantonese-English bilingual 6-year-olds who were learning to read in both languages. The children completed cognitive measures, phonological awareness tasks, and word identification tests in both languages. Once cognitive abilities had been controlled, there was no correlation in word identification ability performance across languages, but the correspondence in phonological awareness measures remained strong. This pattern was confirmed by a principal components analysis and hierarchical regression that demonstrated a different role for each phonological awareness factor in reading performance in each language. The results indicate that phonological awareness depends on a set of cognitive abilities that is applied generally across languages and that early reading depends on a common set of cognitive abilities in conjunction with skills specific to different writing systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10