Cognitive and linguistic precursors of early first and second language reading development

Schaars, Moniek M.H.; Segers, Eliane

doi:10.1016/j.lindif.2019.03.008

Cited by 25 publications

(16 citation statements)

References 75 publications

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“…The finding that RAN and STM were not unique predictors of Dutch word reading contrasts with previous studies (Aarnoutse et al, 2005;De Jong, & Van der Leij, 1999;Schaars et al, 2019). The absence of an effect of RAN and STM could be due to its high relationship with phonological awareness and letter knowledge (r = 0.59 and 0.63), thus sharing common variance explaining Dutch word reading.…”

Section: Summary Of Findingscontrasting

confidence: 90%

“…Letter-sound correspondence has a robust effect on word reading. Previous studies also demonstrated that monolingual children could learn to read by processing letter-sound relations in words before formal reading instruction has started (Cardoso-Martins et al, 2002;De Abreu & Cardoso-Martins, 1998;Verhoeven et al, 2016) and a stronger prediction of word reading by grapheme-phoneme knowledge for L2 learners (Schaars et al, 2019).…”

Section: Summary Of Findingsmentioning

confidence: 94%

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Predicting the development of early reading in Chinese–Dutch bilinguals

Yuan

Segers

2021

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The relationships between phonological awareness, rapid naming, short term verbal memory, letter knowledge, visual skills and word reading in kindergarten, and the predictive patterns from kindergarten to first grade were examined in 41 Chinese-Dutch bilingual children living in the Netherlands in both their first language (Chinese) and second language (Dutch). In kindergarten, Chinese word reading was predicted by Chinese phonological awareness, and Dutch word reading was predicted by Dutch phonological awareness and letter knowledge. There was a robust autoregressive effect of word reading from kindergarten to first grade in both Chinese and Dutch. Follow-up mediation analyses further showed that both phonological awareness in Chinese and phonological awareness combined with letter knowledge in Dutch in kindergarten had an indirect effect on Grade 1 word reading via kindergarten word reading. Although cross-language correlation was found in word reading for bilingual children in kindergarten, Dutch word reading did not add to the prediction of Chinese word reading when Chinese precursor measures were taken into account.

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Section: Summary Of Findingscontrasting

confidence: 90%

Section: Summary Of Findingsmentioning

confidence: 94%

Predicting the development of early reading in Chinese–Dutch bilinguals

Yuan

Segers

2021

Read Writ

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“…Despite huge individual differences, as a group, second-language learners with an immigrant background have lower proficiency in the language of instruction when compared to their monolingual peers (Melby-Lervåg and Lervåg 2014; Schaars et al 2019;Wendt and Schwippert 2017). This disadvantage is especially strong for children exposed to another language at home (Hoff 2013;Wendt and Schwippert 2017).…”

Section: Effects Of Literacy Acquisition On Spoken Language In L1 Andmentioning

confidence: 99%

“…Concerning literacy instruction in L2, research has mainly focused on English language learners. Findings indicate that the development of basic reading skills is highly comparable for L2 and L1 learners (for a recent review, see Schaars et al 2019), and that evidence-based instruction programs designed for native children are also effective in students instructed in L2 (Goldenberg 2011;Ludwig et al 2019;Richards-Tutor et al 2016). However, less evidence is available for more transparent orthographies such as German.…”

Section: Introductionmentioning

confidence: 99%

Effects of computerized grapho-phonological training on literacy acquisition and vocabulary knowledge in children with an immigrant background learning German as L2

et al. 2020

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As a consequence of globalization and migration, the number of children receiving literacy instruction in their second language (L2) is high and still increasing. Therefore, teachers need instruction methods that are effective in both L1 and L2 learners. Here, we investigate the effectiveness of a computerized training program combining phoneme perception, phonological awareness, and systematic phonics, in a sample of second-graders (N = 26) instructed in German as L2. Based on prior evidence concerning (1) literacy acquisition in L2 and (2) effects of literacy development on oral language abilities, we expected significant training effects on children’s literacy skills and vocabulary knowledge. The children of the training group worked through the program during school lessons, 20 min per day, for a period of 8 weeks. The controls continued to receive standard classroom instruction. German tests of phonological awareness, reading, spelling, and vocabulary were performed at three time points (pretest, immediate posttest, and follow-up after 9 weeks). Analyses confirmed that improvements in phonological awareness, spelling, and vocabulary between pretest and posttest were stronger in the training group when compared to the controls. For spelling and vocabulary, these effects were still significant at follow-up. Effect sizes were medium to high. For the reading measures, no group differences were found. In sum, the results yield further evidence for the effectiveness of phonics-based literacy instruction in L2 learners, and for the beneficial effects of basic literacy skills on novel word learning.

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“…Data 2: Presentation of reading material in Data 2 is the implementation of Basic Competence (KD) 4.1, explaining the contents of the object description text. In order for students to have the ability to explain with strong arguments, motivation for students to be diligent in reading is needed because reading is an understanding process [24]. One of them is in the context of the Industrial Revolution Era 4.0 (a national development program in Indonesia), the era of computing, and the disruption of textbook education not only focusing on printed books but electronic books that can be accessed anytime and anywhere.…”

Section: Presentation Of Reading Materials In Indonesianmentioning

confidence: 99%