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

Cited by 274 publications

(282 citation statements)

References 37 publications

Supporting

Mentioning

228

Contrasting

Unclassified

Order By: Relevance

“…Their findings indicated that speech perception and phonological awareness are important predictors for reading in English among both students groups. Similar findings were revealed regarding phonological awareness transfer in language pairs German-English (Mann & Wimmer, 2002), Dutch-English (Timmer & Schiller, 2012;Morfidi et al, 2007), Farsi-English (Arab-Moghaddam & Sénéchal, 2001;Gholamain & Geva, 1999), Finnish-English (Dufva & Voeten, 1999), French-English (Comeau, Cormier, Grandmaison, & Lacroix, 1999;Chiang & Rvachew, 2007), Italian-English (D'angiulli et al, 2001), Portuguese-English (da Fontoura & Siegel, 1995), and Russian-English (Abu-Rabia, 2001;Abu-Rabia & Sanitsky, 2010). The findings of all of these studies support Cummins's IH (1979, 1981.…”

Section: Phonological Awarenesssupporting

confidence: 66%

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

Shakkour¹

2014

OJML

View full text Add to dashboard Cite

The purpose of this article is to review published studies regarding acquisition of English as a second or foreign language by students of different linguistic backgrounds, in light of the English language's opaque alphabetic orthography. This review focuses on the contribution of first language cognitive skills (orthographic knowledge, phonological awareness, and morphological awareness) in native speakers of languages with alphabetic and logographic orthographies, to English second-language reading skills (word reading and reading comprehension), to better understand the contribution of cognitive reading skills in alphabetic and logographic languages to the acquisition of English reading skills as a second language. The author examines findings in the context of second-language learning theories, and two contradictory hypotheses in particularthe linguistic interdependence hypothesis and the script-dependent hypothesis. The author finds that no consensus can be indicated as to the contribution of most native-language skills in alphabetic vs. logographic languages to the acquisition of second-language or foreign-language English reading, or even whether or not they are language-specific (script-dependent). The exception is phonological awareness in alphabetical orthographies (but not logographic orthographies) which received a consensus among researchers supporting its transfer from the native language to English as a second or foreign language.

show abstract

Section: Phonological Awarenesssupporting

confidence: 66%

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

Shakkour¹

2014

OJML

View full text Add to dashboard Cite

show abstract

“…For example, studies Asian-Pacific Journal of Second and Foreign Language Education have revealed that bilingual children's linguistic skills, such as phonological awareness and morphological awareness in their home language, predict their acquisition of English literacy (e.g., Adams, 1990;Casalis & Louis-Alexandre, 2000;Durgunoğlu, 2002;Riches & Genesee, 2006;Snow et al, 1998;Wagner & Torgesen, 1987). In addition, a number of studies examining learning English as an L2 among children who speak an alphabetic L1 like Spanish, French or Italian have found that students' L1 proficiency level can facilitate their L2 learning (e.g., Cisero & Royer, 1995;Comeau et al, 1999;Durgunoglu et al, 1993;D' Angiulli et al, 2001). Despite the evidence of positive crosslinguistic transfer between alphabetic languages, there are fewer studies investigating cross-linguistic transfer between non-alphabetic and alphabetic languages, such as Chinese and English.…”

Section: Introductionmentioning

confidence: 99%

An investigation of cross-linguistic transfer between Chinese and English: a meta-analysis

Man

Cooc

Sheng

2017

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

Cross-linguistic transfer embodies language learners' use of linguistic knowledge of their first language to leverage the learning of a second language. The cross-linguisitc transfer between Chinese and English has been studied by scholars from different disciplines. However, variances and inconsistencies exist among prior studies regarding the investigated linguistic domains and reported results. Therefore, a meta-analysis is needed to systematically investigate the cross-linguistic transfer between Chinese and English. This meta-analysis presents research on cross-linguistic transfer between the two languages in four domains: phonological awareness, decoding skills, vocabulary, and morphological awareness. Using 33 articles conducted in different countries, our results show small to moderate levels of transfer in the above four domains. In addition, it was found that the results were moderated by geographic location of the study and participant age. Overall, the meta-analysis indicates that English and Chinese share common linguistic features that can allow for transfer in learning between the languages. Bilingual learners can benefit in educational environments that tap into these linguistic features.

show abstract

“…Or il reste à mieux préciser, par de nouvelles recherches, jusqu'à quel point, dans le domaine des capacités métalinguistiques, un transfert peut s'opérer entre les différentes langues maternelles et le français langue seconde. Les études menées par Comeau et al (1999) et Cormier et Kelson (2000 auprès d'une population d'élèves anglophones du primaire scolarisés dans des classes d'immersion française montrent l'existence de tels effets de transfert entre les langues en pré-sence, tout au moins en contexte de bilinguisme additif (voir Cummins, 2000). Il serait pertinent d'observer, auprès d'élèves immigrants allophones sous-scolarisés, issus de différentes communautés linguistiques et susceptibles de vivre une situation de bilinguisme soustractif, comment se réalise le développement des capacités métalinguistiques en L1 et en L2, en relation avec l'apprentissage à l'oral et à l'écrit de la langue seconde.…”

Section: Resultsunclassified

“…En langue seconde, un courant de recherche en émergence tend aussi à montrer l'existence d'un lien, en L2, entre les capacités métaphonologiques et la reconnaissance des mots, mais non, ou de façon modérée, entre ces mêmes habiletés et la compréhension de textes, tout au moins avec des apprenants en début d'apprentissage de la langue seconde (Armand, 2000 ;Chiappe et Siegel, 1999 ;Comeau, Cormier, Grandmaison et Lacroix, 1999 ;Lefrançois et Armand, 2003). Les études tendent aussi à montrer l'existence d'une relation entre les capacités en L1 et en L2 et la possibilité d'un transfert en début d'apprentissage de la L1 vers la L2 (Comeau et al, 1999 ;Cormier et Kelson, 2000 ;Durgunoglu, Nagy et HancinBhatt, 1993).…”

Section: Capacités Métalinguistiques Et Langue Secondeunclassified

“…Les études tendent aussi à montrer l'existence d'une relation entre les capacités en L1 et en L2 et la possibilité d'un transfert en début d'apprentissage de la L1 vers la L2 (Comeau et al, 1999 ;Cormier et Kelson, 2000 ;Durgunoglu, Nagy et HancinBhatt, 1993). Par ailleurs, une étude effectuée par Cisero et Royer (1995) auprès d'enfants bilingues hispanophones-anglophones à partir d'épreuves réalisées dans les deux langues (L1 : espagnol ; L2 : anglais) a mis en évidence que certaines composantes de la conscience phonologique sont davantage corrélées que d'autres entre les deux langues et que la force des corrélations varie avec le temps.…”

Section: Capacités Métalinguistiques Et Langue Secondeunclassified

See 1 more Smart Citation

Capacités métalinguistiques d’élèves immigrants nouvellement arrivés en situation de grand retard scolaire

Armand

2006

rse

View full text Add to dashboard Cite

Cet article présente les résultats d’une recherche visant à tracer le portrait d’une clientèle peu connue, celle des élèves immigrants nouvellement arrivés au Québec en situation de grand retard scolaire. Les résultats indiquent principalement que ces élèves rencontrent des difficultés à considérer la langue comme un objet de réflexion et de manipulation intentionnelle. Après environ 13 mois de scolarisation, leurs capacités métalinguistiques sont clairement moins développées que celles de leurs pairs réguliers ; leurs performances en décodage et en compréhension restent faibles après deux ans d’intégration à l’école. Des pistes d’intervention sont suggérées, notamment l’utilisation de la langue maternelle de l’élève ou des activités de sensibilisation à la diversité langagière.This article presents the results of a research whose objective was to develop a portrait of a little known group, the newly arrived immigrant students to Quebec who are underschooled. The results show that these students have difficulty in understanding the use of language as a subject of reflection and intentional manipulation. Following 13 months of schooling, their meta-linguistic capacities are clearly less developed than their peers in the regular stream ; their performances in decoding and understanding are weak after two years of integrations into the school. The author proposes several directions for intervention, specifically using the student’s mother tongue or activities to become aware of language diversity.Este artículo presenta los resultados de una investigación que tiene por objetivo hacer el retrato de una clientela poco conocida, que es la de los alumnos inmigrantes recién llegados en Quebec, en situación de gran retraso escolar. Los resultados indican principalmente que estos alumnos encuentran dificultades para considerar el idioma como un objeto de reflexión y de manipulación intencional. Después de aproximadamente 13 meses de escolarización, sus capacidades metalingüísticas son claramente menos desarrolladas que las de sus pares regulares ; su eficacia en decodificación y en comprensión sigue siendo baja dos años después de su integración en la escuela. Se sugieren algunas pistas de intervención, en particular la utilización de la lengua materna del alumno o unas actividades de sensibilización a la diversidad del lenguaje

show abstract

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

Cited by 274 publications

References 37 publications

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

An investigation of cross-linguistic transfer between Chinese and English: a meta-analysis

Capacités métalinguistiques d’élèves immigrants nouvellement arrivés en situation de grand retard scolaire

Contact Info

Product

Resources

About