Cross-Language Transfer of Morphological Awareness in Chinese-English Bilinguals

Autor/inn/en	Pasquarella, Adrian; Chen, Xi; Lam, Katie; Luo, Yang C.; Ramirez, Gloria
Titel	Cross-Language Transfer of Morphological Awareness in Chinese-English Bilinguals
Quelle	In: Journal of Research in Reading, 34 (2011) 1, S.23-42 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2010.01484.x
Schlagwörter	Reading Comprehension; Structural Equation Models; Phonological Awareness; Grade 4; Literacy; Bilingualism; Morphology (Languages); Transfer of Training; Metalinguistics; Chinese; English (Second Language); Second Language Learning; Elementary School Students; Vocabulary; Predictor Variables + Suchen Sie Ihr Suchwort? Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Morphology; Morphologie; Training; Transfer; Ausbildung; Metalanguage; Metasprache; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatz; Prädiktor
Abstract	This study examined cross-language transfer of morphological awareness in Chinese-English bilingual children. One hundred and thirty-seven first to fourth graders participated in the study. The children were tested on parallel measures of compound awareness, vocabulary, word reading and reading comprehension in Chinese and English. They also received measures of English derivational awareness, English phonological awareness and nonverbal reasoning. Structural equation modelling was used to compare a baseline model with only within-language paths to a model with cross-language paths. The cross-language model fit significantly better than the within-language model, suggesting transfer of morphological awareness between English and Chinese. In particular, we observed a bidirectional relationship between English compound awareness and Chinese vocabulary. Furthermore, English compound awareness was a significant predictor of Chinese reading comprehension. The conditions that support transfer of morphological awareness and the impact of transfer on literacy development in Chinese and English are discussed. (Contains 2 figures, 4 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10