View Item 

Show simple item record

What- s in a word? Cross- linguistic influences on Spanish- English and Chinese- English bilingual children- s word reading development
dc.contributor.authorSun, Xin
dc.contributor.authorZhang, Kehui
dc.contributor.authorMarks, Rebecca A.
dc.contributor.authorNickerson, Nia
dc.contributor.authorEggleston, Rachel L.
dc.contributor.authorYu, Chi-Lin
dc.contributor.authorChou, Tai-Li
dc.contributor.authorTardif, Twila
dc.contributor.authorKovelman, Ioulia
dc.date.accessioned2022-02-07T20:23:09Z
dc.date.available2023-02-07 15:23:07en
dc.date.available2022-02-07T20:23:09Z
dc.date.issued2022-01
dc.identifier.citationSun, Xin; Zhang, Kehui; Marks, Rebecca A.; Nickerson, Nia; Eggleston, Rachel L.; Yu, Chi-Lin ; Chou, Tai‐li ; Tardif, Twila; Kovelman, Ioulia (2022). "What- s in a word? Cross- linguistic influences on Spanish- English and Chinese- English bilingual children- s word reading development." Child Development (1): 84-100.
dc.identifier.issn0009-3920
dc.identifier.issn1467-8624
dc.identifier.urihttps://hdl.handle.net/2027.42/171546
dc.description.abstractThis study investigates the cross- linguistic transfer of literacy skills in Spanish- English, Chinese- English bilingual, and English monolingual children (N = 283, 5- 10 years). Research question 1 examines English literacy and asks how phonological and morpho- semantic skills contribute to word reading as a function of children’s language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolinguals, Spanish- English bilinguals relied more on phonological awareness in word reading, whereas Chinese- English bilinguals relied more on lexical knowledge. Research question 2 examines relations between bilinguals- heritage language proficiency and English literacy. Results revealed direct and indirect effects of heritage language meta- linguistic skills on English word reading. The study yields implications for reading theories and instructional practices in optimizing literacy in linguistically diverse children.
dc.publisherErlbaum
dc.publisherWiley Periodicals, Inc.
dc.titleWhat- s in a word? Cross- linguistic influences on Spanish- English and Chinese- English bilingual children- s word reading development
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelPsychology
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/171546/1/cdev13666.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/171546/2/cdev13666-sup-0001-Supinfo.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/171546/3/cdev13666_am.pdf
dc.identifier.doi10.1111/cdev.13666
dc.identifier.sourceChild Development
dc.identifier.citedreferenceNewman, E. H., Tardif, T., Huang, J., & Shu, H. ( 2011 ). Phonemes matter: The role of phoneme- level awareness in emergent Chinese readers. Journal of Experimental Child Psychology, 108, 242 - 259. https://doi.org/10.1016/j.jecp.2010.09.001
dc.identifier.citedreferenceMarks, R. A., Labotka, D., Sun, X., Nickerson, N., Zhang, K., Eggleston, R., Yu, C., Uchikoshi, Y., Hoeft, F., & Kovelman, I. ( 2021 ). Morphological awareness contributes to early literacy in linguistically diverse readers. https://doi.org/10.31234/osf.io/xpycj
dc.identifier.citedreferenceMarulis, L. M., & Neuman, S. B. ( 2013 ). How vocabulary interventions affect young children at risk: A meta- analytic review. Journal of Research on Educational Effectiveness, 6, 223 - 262. https://doi.org/10.1080/19345747.2012.755591
dc.identifier.citedreferenceMcBride- Chang, C., Cho, J.- R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., Cheuk, C.- M., & Muse, A. ( 2005 ). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92, 140 - 160. https://doi.org/10.1016/j.jecp.2005.03.009
dc.identifier.citedreferenceMcBride- Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. ( 2003 ). Morphological awareness uniquely predicts young children’s Chinese character recognition. Journal of Educational Psychology, 95, 743 - 751. https://doi.org/10.1037/0022- 0663.95.4.743
dc.identifier.citedreferenceMcCandliss, B., Beck, I. L., Sandak, R., & Perfetti, C. ( 2003 ). Focusing attention on decoding for children with poor reading skills: Design and preliminary tests of the word building intervention. Scientific Studies of Reading, 7, 75 - 104. https://doi.org/10.1207/S1532799XSSR0701_05
dc.identifier.citedreferenceMelby- Lervåg, M., & Lervåg, A. ( 2011 ). Cross- linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: A meta- analysis of the correlational evidence. Journal of Research in Reading, 34, 114 - 135. https://doi.org/10.1111/j.1467- 9817.2010.01477.x
dc.identifier.citedreferenceMuñoz- Sandoval, A. F., Woodcock, R. W., McGrew, K. S., & Mather, N. ( 2005 ). Batería III Woodcock- Muñoz. Riverside Publishing.
dc.identifier.citedreferencePan, J., McBride- Chang, C., Shu, H., Liu, H., Zhang, Y., & Li, H. ( 2011 ). What is in the naming? A 5- year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103, 897 - 908. https://doi.org/10.1037/a0024344
dc.identifier.citedreferencePasquarella, A., Chen, X., Lam, K., Luo, Y., & Ramírez, G. ( 2011 ). Cross- language transfer of morphological awareness in Chinese- English bilinguals. Journal of Research in Reading, 34, 23 - 42. https://doi.org/10.1111/j.1467- 9817.2010.01484.x
dc.identifier.citedreferencePerfetti, C. A., & Hart, L. ( 2002 ). The lexical quality hypothesis. In L. T. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189 - 214 ). Benjamins.
dc.identifier.citedreferencePerfetti, C., & Stafura, J. ( 2014 ). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22 - 37. https://doi.org/10.1080/10888438.2013.827687
dc.identifier.citedreferenceRamírez, G., Chen, X., & Pasquarella, A. ( 2013 ). Cross- linguistic transfer of morphological awareness in Spanish- speaking English language learners: The facilitating effect of cognate knowledge. Topics in Language Disorders, 33, 73 - 92. https://doi.org/10.1097/TLD.0b013e318280f55a
dc.identifier.citedreferenceRosseel, Y. ( 2012 ). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48, 1 - 36. http://www.jstatsoft.org/v48/i02/
dc.identifier.citedreferenceSchrank, F. A., McGrew, K. S., & Mather, N. ( 2014 ). Woodcock- Johnson IV. Riverside.
dc.identifier.citedreferenceSong, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride- Chang, C., Tardif, T., Li, H., Liang, W., Zhang, Z., & Shu, H. ( 2015 ). Tracing children’s vocabulary development from preschool through the school- age years: An 8- year longitudinal study. Developmental Science, 18, 119 - 131. https://doi.org/10.1111/desc.12190
dc.identifier.citedreferenceSun- Alperin, M. K., & Wang, M. ( 2011 ). Cross- language transfer of phonological and orthographic processing skills from Spanish L1 to English L2. Reading and Writing, 24, 591 - 614. https://doi.org/10.1007/s11145- 009- 9221- 7
dc.identifier.citedreferenceTardif, T. ( 2006 ). But are they really verbs? Chinese words for action. In K. Hirsh- Pasek, & R. M. Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 477 - 498 ). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195170009.003.0019
dc.identifier.citedreferenceVadasy, P. F., Sanders, E. A., & Abbott, R. D. ( 2008 ). Effects of supplemental early reading intervention at 2- year follow up: Reading skill growth patterns and predictors. Scientific Studies of Reading, 12, 51 - 89. https://doi.org/10.1080/10888430701746906
dc.identifier.citedreferenceVerhoeven, L. ( 2007 ). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28, 425 - 439. https://doi.org/10.1017/S0142716407070233
dc.identifier.citedreferenceVerhoeven, L., van Leeuwe, J., & Vermeer, A. ( 2011 ). Vocabulary growth and reading development across the elementary school years. Scientific Studies of Reading, 15, 8 - 25. https://doi.org/10.1080/10888438.2011.536125
dc.identifier.citedreferenceWagner, R. K., Torgesen, J. K., & Rashotte, C. A. ( 1994 ). Development of reading- related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73 - 87. https://doi.org/10.1037/0012- 1649.30.1.73
dc.identifier.citedreferenceWagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. ( 1999 ). Comprehensive test of phonological processing: CTOPP. Pro- ed.
dc.identifier.citedreferenceWechsler, D. ( 2014 ). Wechsler Intelligence Scale for Children- Fifth Edition (WISC- V). The Psychological Corporation.
dc.identifier.citedreferenceYeung, S. S., & Chan, C. K. ( 2013 ). Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology, 83, 550 - 568. https://doi.org/10.1111/j.2044- 8279.2012.02082.x
dc.identifier.citedreferenceArredondo, M. M., Ip, K. I., Shih Ju Hsu, L., Tardif, T., & Kovelman, I. ( 2015 ). Brain bases of morphological processing in young children. Human Brain Mapping, 36, 2890 - 2900. https://doi.org/10.1002/hbm.22815
dc.identifier.citedreferenceBeck, I. L., & McKeown, M. G. ( 2007 ). Increasing young low- income children- s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251 - 271. https://doi.org/10.1086/511706
dc.identifier.citedreferenceBialystok, E., Majumder, S., & Martin, M. M. ( 2003 ). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27 - 44. https://doi.org/10.1017/S014271640300002X
dc.identifier.citedreferenceCanivez, G. L. ( 2017 ). [ Test review of Woodcock- Johnson ® IV ]. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twentieth mental measurements yearbook. http://marketplace.unl.edu/buros/
dc.identifier.citedreferenceCarlisle, J. F. ( 1995 ). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189 - 209 ). Erlbaum.
dc.identifier.citedreferenceCarlisle, J. F., McBride- Chang, C., Nagy, W., & Nunes, T. ( 2010 ). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45, 464 - 487. https://doi.org/10.1598/RRQ.45.4.5
dc.identifier.citedreferenceChang, F., Crawford, G., Early, D., Bryant, D., Howes, C., Burchinal, M., Barbarin, O., Clifford, R., & Pianta, R. ( 2007 ). Spanish- speaking children’s social and language development in pre- kindergarten classrooms. Early Education and Development, 18, 243 - 269. https://doi.org/10.1080/10409280701282959
dc.identifier.citedreferenceChung, S. C., Chen, X., & Geva, E. ( 2019 ). Deconstructing and reconstructing cross- language transfer: An interactive framework. Journal of Neurolinguistics, 50, 149 - 161. https://doi.org/10.1016/j.jneuroling.2018.01.003
dc.identifier.citedreferenceConnor, C. M., Morrison, F. J., & Katch, L. E. ( 2004 ). Beyond the reading wars: Exploring the effect of child- instruction interactions on growth in early reading. Scientific Studies of Reading, 8, 305 - 336. https://doi.org/10.1207/s1532799xssr0804_1
dc.identifier.citedreferenceD- Angiulli, A., Siegel, L. S., & Serra, E. ( 2001 ). The development of reading in English and Italian in bilingual children. Applied Psycholinguistics, 22, 479 - 507. https://doi.org/10.1017/S0142716401004015
dc.identifier.citedreferenceDunn, D. M. ( 2019 ). Peabody Picture Vocabulary Test 5. NCS Pearson.
dc.identifier.citedreferenceDunn, L., Padilla, E., Lugo, D., & Dunn, L. ( 1986 ). TVIP: Test Vocabolario Imágenes Peabody. American Guidance Service.
dc.identifier.citedreferenceEscamilla, K., Andrade, A., Basurto, A., & Ruiz, O. ( 1996 ). Instrumento de observación de los logros de la Lectoescritura Inicial. Heineman.
dc.identifier.citedreferenceFrancis, D., Carlo, M., August, D., Kenyon, D., Malabonga, V., Caglarcan, S., & Louguit, M. ( 2001 ). Test of Phonological Processing in Spanish. Center for Applied Linguistics.
dc.identifier.citedreferenceGeva, E., & Wang, M. ( 2001 ). The development of basic reading skills in children: A cross- language perspective. Annual Review of Applied Linguistics, 21, 182 - 204. https://doi.org/10.1017/S0267190501000113
dc.identifier.citedreferenceGoodwin, A. P., Huggins, A. C., Carlo, M., Malabonga, V., Kenyon, D., Louguit, M., & August, D. ( 2012 ). Development and validation of extract the base: An English derivational morphology test for third through fifth grade monolingual students and Spanish- speaking English language learners. Language Testing, 29, 265 - 289. https://doi.org/10.1177/0265532211419827
dc.identifier.citedreferenceGrace, J. B., & Jutila, H. ( 1999 ). The relationship between species density and community biomass in grazed and ungrazed coastal meadows. Oikos, 85, 398 - 408. https://doi.org/10.2307/3546689
dc.identifier.citedreferenceGrosjean, F. ( 1989 ). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3 - 15. https://doi.org/10.1016/0093- 934X(89)90048- 5
dc.identifier.citedreferenceHernandez, A. E., Bates, E. A., & Avila, L. X. ( 1994 ). On- line sentence interpretation in Spanish- English bilinguals: What does it mean to be - in between- ? Applied Psycholinguistics, 15, 417 - 446. https://doi.org/10.1017/S014271640000686X
dc.identifier.citedreferenceHipfner- Boucher, K., Pasquarella, A., Chen, X., & Deacon, S. H. ( 2016 ). Cognate awareness in French immersion students: Contributions to grade 2 reading comprehension. Scientific Studies of Reading, 20, 389 - 400. https://doi.org/10.1080/10888438.2016.1213265
dc.identifier.citedreferenceHsu, L. S. J., Ip, K. I., Arredondo, M. M., Tardif, T., & Kovelman, I. ( 2016 ). Simultaneous acquisition of English and Chinese impacts children- s reliance on vocabulary, morphological and phonological awareness for reading in English. International Journal of Bilingual Education and Bilingualism, 22, 207 - 223. https://doi.org/10.1080/13670050.2016.1246515
dc.identifier.citedreferenceKline, R. B. ( 2005 ). Principles and practice of structural equation modeling. Guilford.
dc.identifier.citedreferenceKoda, K. ( 2007 ). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57, 1 - 44. https://doi.org/10.1111/0023- 8333.101997010- i1
dc.identifier.citedreferenceKovelman, I., Baker, S., & Petitto, L. A. ( 2008 ). Age of first bilingual language exposure as a new window into bilingual reading development. Bilingualism: Language and Cognition, 11, 203 - 223. https://doi.org/10.1017/S1366728908003386
dc.identifier.citedreferenceKremin, L. V., Arredondo, M. M., Hsu, L. S. J., Satterfield, T., & Kovelman, I. ( 2016 ). The effects of Spanish heritage language literacy on English reading for Spanish- English bilingual children in the US. International Journal of Bilingual Education and Bilingualism, 22, 192 - 206. https://doi.org/10.1080/13670050.2016.1239692
dc.identifier.citedreferenceKuo, L. J., Ramirez, G., de Marin, S., Kim, T. J., & Unal- Gezer, M. ( 2017 ). Bilingualism and morphological awareness: A study with children from general education and Spanish- English dual language programs. Educational Psychology, 37, 94 - 111. https://doi.org/10.1080/01443410.2015.1049586
dc.identifier.citedreferenceLiu, C., Tardif, T., Wu, H., Monk, C. S., Luo, Y. J., & Mai, X. ( 2013 ). The representation of category typicality in the frontal cortex and its cross- linguistic variations. Brain and Language, 127, 415 - 427. https://doi.org/10.1016/j.bandl.2013.09.002
dc.identifier.citedreferenceLu, L., & Liu, H. S. ( 1998 ). The Peabody Picture Vocabulary Test- revised in Chinese. Psychological Publishing.
dc.identifier.citedreferenceLuo, Y. C., Chen, X., & Geva, E. ( 2014 ). Concurrent and longitudinal cross- linguistic transfer of phonological awareness and morphological awareness in Chinese- English bilingual children. Written Language & Literacy, 17, 89 - 115. https://doi.org/10.1075/wll.17.1.05luo
dc.identifier.citedreferenceMacSwan, J. ( 2017 ). A multilingual perspective on translanguaging. American Educational Research Journal, 54, 167 - 201. https://doi.org/10.3102/0002831216683935
dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
cdev13666.pdf
Size:
823.8KB
Format:
PDF
View/Open
Name:
cdev13666-sup-0001-Supinfo.pdf
Size:
792.8KB
Format:
PDF
View/Open
Name:
cdev13666_am.pdf
Size:
647.4KB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe its collections in a way that respects the people and communities who create, use, and are represented in them. We encourage you to Contact Us anonymously if you encounter harmful or problematic language in catalog records or finding aids. More information about our policies and practices is available at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.