Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development

Jasińska, Kaja K.; Petitto, Laura‐Ann

doi:10.1111/cdev.12745

Cited by 56 publications

(62 citation statements)

References 80 publications

(115 reference statements)

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“…It has long been recognized that deaf children's receptive and expressive ASL abilities are predictive of reading achievement [4,7,60,101,[121][122][123][124][125][126][127][128][129][130][131]. Additionally, recent neuroimaging research has produced evidence that bilingualism, regardless of language modality, yields language-specific plasticity in the brain's left hemisphere that supports later literacy development [132][133][134]. Taken together, these research findings have led Humphries et al [59] to argue that "the cognitive factor that correlates best to literacy among deaf children is a foundation in a first language" (p. 39).…”

Section: Sign Language As a Foundation For Literacymentioning

confidence: 99%

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Howerton-Fox

Falk²

2019

Education Sciences

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The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.

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Section: Sign Language As a Foundation For Literacymentioning

confidence: 99%

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Howerton-Fox

Falk²

2019

Education Sciences

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“…Bilingual children learning to read in a second language face the additional challenge of mapping letters to sounds in not one, but two phonological and writing systems as compared to their monolingual peers. Multiple studies of different populations have found differences between monolingual and bilingual children's phonological awareness abilities, findings that have important theoretical implications for reading development given the key role of phonological awareness in reading (Berens, Kovelman, & Petitto, ; Eviatar & Ibrahim, ; Jasińska & Petitto, ; Kovelman, Baker, & Petitto, ; Rubin & Turner, ). Children educated in bilingual English–Spanish schools were found to outperform children from monolingual English schools on measures of phonological awareness (Kovelman et al, ) and word reading and passage comprehension (Berens et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…Children educated in bilingual English–Spanish schools were found to outperform children from monolingual English schools on measures of phonological awareness (Kovelman et al, ) and word reading and passage comprehension (Berens et al, ). Similarly, English‐speaking children attending French immersion schools also demonstrated advantages in phonological tasks (Jasińska & Petitto, ; Rubin & Turner, ). Children who grow up speaking two languages, from a sample of diverse language pairings, including English, also demonstrated higher performance on phonological awareness and nonword reading tasks compared to English monolingual children attending the same school (Jasińska & Petitto, ).…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, English‐speaking children attending French immersion schools also demonstrated advantages in phonological tasks (Jasińska & Petitto, ; Rubin & Turner, ). Children who grow up speaking two languages, from a sample of diverse language pairings, including English, also demonstrated higher performance on phonological awareness and nonword reading tasks compared to English monolingual children attending the same school (Jasińska & Petitto, ). Previous work also suggests that bilingual exposure, and the age of bilingual exposure, differentially affect the extent with which phonological awareness and vocabulary skills predict reading (Jasińska & Petitto, ).…”

Section: Introductionmentioning

confidence: 99%

“…Children who grow up speaking two languages, from a sample of diverse language pairings, including English, also demonstrated higher performance on phonological awareness and nonword reading tasks compared to English monolingual children attending the same school (Jasińska & Petitto, ). Previous work also suggests that bilingual exposure, and the age of bilingual exposure, differentially affect the extent with which phonological awareness and vocabulary skills predict reading (Jasińska & Petitto, ). This suggests that bilingual exposure does affect how children learn to read, whether reading is their first/early‐exposed or second/later‐exposed language.…”

Section: Introductionmentioning

confidence: 99%

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Literacy acquisition in multilingual educational contexts: Evidence from Coastal Kenya

Jasińska

Wolf

Jukes

et al. 2019

Developmental Science

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Literacy is a powerful tool against poverty, leading to further education and vocational success. In sub‐Saharan Africa, schoolchildren commonly learn in two languages—African and European. Multiple early literacy skills (including phonological awareness and receptive language) support literacy acquisition, but this has yet to be empirically tested in sub‐Saharan Africa, where learning contexts are highly multilingual, and children are often learning to read in a language they do not speak at home. We use longitudinal data from 1,100 schoolchildren spanning three groups of native languages [Mijikenda languages (Digo, Duruma, Chonyi, and Giriama), Kiswahili, Kikamba] in coastal Kenya (language of instruction: Kiswahili and English). We find that baseline phonological awareness and receptive language are differentially important in predicting literacy skills in English and in Kiswahili, and these relations are moderated by the degree of shared cross‐linguistic features between home and school languages. Importantly, the relative importance of these factors changes over development. Implications for language development and literacy acquisition in linguistically diverse contexts are discussed.

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Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?

Sobers,

Whitehead,

N'Goh

et al. 2023

Reading Research Quarterly

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Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS. We compared the reliability and validity of this phone‐based assessment to an established in‐person assessment. A total of 685 5th grade children completed language (phonological awareness, vocabulary, language comprehension) and literacy (letter, word, pseudoword, passage reading, and comprehension) tasks in‐person and by phone. Reliability (internal consistency) and predictive validity were high across in‐person and phone‐based tasks. Children's performance across in‐person and phone‐based assessments was moderately to strongly correlated. Phonological awareness and vocabulary skills measured in‐person and by phone significantly predicted in‐person and phone‐based letter, word, and pseudoword reading. Oral language and decoding skills measured in‐person and by phone significantly predicted in‐person and phone‐based passage reading and comprehension. Our phone‐based assessment was a reliable and valid measure of language and reading and feasible for low‐resource settings. Low‐cost technologies offer significant potential to measure children's learning remotely, increasing the inclusion of remote and low‐resource populations in education research.

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Age of Bilingual Exposure Is Related to the Contribution of Phonological and Semantic Knowledge to Successful Reading Development

Cited by 56 publications

References 80 publications

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Literacy acquisition in multilingual educational contexts: Evidence from Coastal Kenya

Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?

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