A longitudinal study of phonological processing skills in children learning to read in a second language.

Comeau, Liane; Cormier, Pierre; Grandmaison, Éric; Lacroix, Dan

doi:10.1037//0022-0663.91.1.29

Journal of Educational Psychology

1999

DOI: 10.1037//0022-0663.91.1.29

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A longitudinal study of phonological processing skills in children learning to read in a second language.

Liane Comeau¹,

Pierre Cormier²,

Éric Grandmaison³

et al.

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Cited by 13 publications

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The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya‐speaking fifth‐graders

Mishra

Stainthorp

2007

Journal Research in Reading

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This study investigated the relationships between phonological awareness and reading in Oriya and English. Oriya is the official language of Orissa, an eastern state of India. The writing system is an alphasyllabary. Ninety-nine fifth grade children (mean age 9 years 7 months) were assessed on measures of phonological awareness, word reading and pseudo-word reading in both languages. Forty-eight of the children attended Oriya-medium schools where they received literacy instruction in Oriya from grade 1 and learned English from grade 2. Fifty-one children attended Englishmedium schools where they received literacy instruction in English from grade 1 and in Oriya from grade 2. The results showed that phonological awareness in Oriya contributed significantly to reading Oriya and English words and pseudo-words for the children in the Oriya-medium schools. However, it only contributed to Oriya pseudo-word reading and English word reading for children in the English-medium schools. Phonological awareness in English contributed to English word and pseudoword reading for both groups. Further analyses investigated the contribution of awareness of large phonological units (syllable, onsets and rimes) and small phonological units (phonemes) to reading in each language. The data suggest that cross-language transfer and facilitation of phonological awareness to word reading is not symmetrical across languages and may depend both on the characteristics of the different orthographies of the languages being learned and whether the first literacy language is also the first spoken language. This paper reports a study of the relationship between phonological awareness and word reading in bilingual/biliterate children attending school in Orissa, a state in eastern India where the official state language is Oriya.

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The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya‐speaking fifth‐graders

Mishra

Stainthorp

2007

Journal Research in Reading

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Relationship between L1 and L2 word‐level reading and phonological processing in adults learning English as a second language

Harrison

Krol

2007

Journal Research in Reading

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Word-level reading and phonological processing measures were administered in English and Chinese to adult ESL students whose first language (L1) was Mandarin and whose second language (L2) was English. Instructors also identified students who may be at risk for L2 reading difficulties based on specific identification criteria. L2 phonological processing measures were related to L2 word-level reading and there was a cross-linguistic relationship between L1 and L2 phonological processing measures. Students considered at risk for L2 reading difficulties also differed significantly from those students not at risk on one L1 and several L2 phonological processing measures. Results are discussed in relation to contemporary theory on the assessment and identification of reading difficulties in English language learners.Although there has been burgeoning interest and research conducted recently in the early assessment and identification of language minority children who may have literacy problems, the literacy needs of older children and adults with limited English proficiency have been relatively neglected in the research literature (August & Shanahan, 2006). For adult educators of students learning English as a second language (ESL), the assessment and identification of reading difficulties presents a significant challenge. Students come to the centres from heterogeneous linguistic and socioeconomic backgrounds with varying degrees of literacy in their first language (L1). It is also difficult to determine reliably the relative contribution of literacy experience, the impact of acquiring a second language (L2) with a similar as opposed to a dissimilar orthography as the L1 (e.g. alphabetic versus non-alphabetic, shallow versus deep) and the contribution of language proficiency to literacy acquisition in mature ESL students. Additionally, there is research to suggest that generally, educators are not very accurate in identifying those ESL students who may be at risk of reading disabilities (Limbos & Geva, 2001). Further compounding these challenges is the lack of consensus in the field of learning disabilities for operationalising a method for valid and reliable identification (Wagner, Francis & Morrison, 2005).

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Early English Immersion and Literacy in Xi'an, China

Knell¹,

Qiang²,

Pei

et al. 2007

The Modern Language Journal

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Instruction in English as a foreign language at an early age is becoming more common worldwide even though the effects of this early instruction are not yet known. This study investigated the English and Chinese language performance of students enrolled in early English immersion in a Chinese primary school. In addition, factors that could predict successful English word recognition were investigated. There were 183 participants who were tested in both Chinese and English word identification, phonological awareness, and vocabulary, as well as English oral proficiency and letter name knowledge. The immersion students performed significantly better than the non-immersion group on measures of English vocabulary, word identification, and oral proficiency, without any detrimental effects on their Chinese character reading, which made the program, in effect, an additive bilingual system. In addition, phonological awareness and letter name knowledge proved to be strong predictors of English word identification for the immersion students, a finding that was similar to results obtained in studies of native English-speaking children. The findings have potentially useful pedagogical applications.

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A longitudinal study of phonological processing skills in children learning to read in a second language.

Cited by 13 publications

References 0 publications

The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya‐speaking fifth‐graders

The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya‐speaking fifth‐graders

Relationship between L1 and L2 word‐level reading and phonological processing in adults learning English as a second language

Early English Immersion and Literacy in Xi'an, China

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