Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2

Sun-Alperin, M. Kendra; Wang, Min

doi:10.1007/s11145-009-9221-7

Cited by 108 publications

(91 citation statements)

References 42 publications

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“…In the Kahn-Horwitz, Shimron & Sparks (2005) research, the findings showed that the knowledge of spelling in L1 helps to recognize the letters and their sounds, as well as to promote reading comprehension in L2. Deacon, Wade-Woolley & Kirby, (2009), Sun-Alperin & Wang, (2011) and Abu-Rabia & Sanitsky (2010, also supported the Cummins Theory of language interdependence, (1979,1981). However, there are also researches, such as Abu-Rabia, (2001) and Abu-Rabia & Siegel, (2003), which support the script-dependent hypothesis, and state that when the spelling of the two languages differ in depth, the transfer of spelling knowledge cannot be transferred.…”

Section: Research Findings On the Linguistic Skills Transfer Between mentioning

confidence: 75%

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Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Ανδρέου¹,

Segklia²

2017

ELR

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Research has repeatedly shown a cross-linguistic skills transfer from the first language (L1) to the second/foreign language (L2) and its impact on L2 learning. In the present article we report preliminary results from a pilot study we conducted in order to examine linguistic skills transfer from L1 (Greek) to L2 (English) among secondary school students with learning difficulties (L.D.). Our results have shown that the difficulties that occur in L1 (decoding reading skills and spelling) also occur in L2. These findings are in line with previous research and enhance further the existence of the link between first and second language learning difficulties.

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Section: Research Findings On the Linguistic Skills Transfer Between mentioning

confidence: 75%

“…was below their chronological age. This result is supported by the fact that students with poor decoding skills in L1 probably have poor decoding skills in L2 as well (Chiang & Rvachew, 2007;Sun-Alperin & Wang, 2011;Al-Tamimi & Rabab'ah, 2007).…”

Section: Discussionmentioning

confidence: 92%

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Ανδρέου¹,

Segklia²

2017

ELR

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“…In contrast, many other studies that investigated linguistic transfer of orthographic knowledge between alphabetic languages and English revealed that orthographic knowledge is language-specific and cannot transfer between languages (Abu-Rabia, 1997aAbu-Rabia & Blueistin-Danon, 2012;Abu-Rabia, Shakkour, & Siegel, 2013;Abu-Rabia & Siegel, 2003;Arab-Moghaddam & Sénéchal, 2001;Morfidi, Van der Leij, de Jong, Scheltinga, & Bekebrede, 2007;Ryan & Meara, 1991;Sun-Alperin & Wang, 2009;. Sun-Alperin & Wang (2009) indicated that processing orthography did predict reading and spelling abilities in Spanish L1 and English L2, but there was no transfer between them.…”

Section: Transfer Between Alphabetic Languages and Englishmentioning

confidence: 86%

“…Sun-Alperin & Wang (2009) indicated that processing orthography did predict reading and spelling abilities in Spanish L1 and English L2, but there was no transfer between them. In other words, orthographic patterns may be language-specific, and therefore unlikely to transfer to the other language.…”

Section: Transfer Between Alphabetic Languages and Englishmentioning

confidence: 92%

“…Dixon, Stuart, and Masterson (2002) reported that children who received training and exposure to phonological awareness acquired reading skills and vocabulary faster than did children who did not receive such training. It is probably best described as a linguistic cognitive skill that can be transferred between languages, and which can serve as a key predictor of reading abilities not only in the mother tongue, but for L2 and L3 as well Adams, 1990;Alshaboul, Asassfeh, Alshboul, & Alodwan, 2014;Ball, 1993;Chiang & Rvachew, 2007;De Jong & Van der Leij, 1999;Durgunoğlu & Öney, 1999;Laurent & Martinot, 2010;Mann, 1998;Sun-Alperin & Wang, 2009;Al-Tamimi & Rabab'ah, 2007). The importance of phonological awareness as a reading predictor is not restricted to languages with alphabetical orthography but holds also for languages with logographic characteristics, like the Chinese language and the Japanese kanji orthography (Chan & Siegel, 2001;Gottardo et al, 2001;Ho & Bryant, 1997;Keung & Ho, 2009;So & Siegel 1997;Wang et al, 2005;Yeung & Chan, 2013).…”

Section: Phonological Awarenessmentioning

confidence: 99%

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

Shakkour¹

2014

OJML

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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.

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Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish‐Speaking English Learners

Francis

Rojas²,

Gusewski³

et al. 2019

New Directions for Child and Adolescent Development

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Articles in this issue examine (1) the primary sources of variability in reading and language achievement among Spanish‐speaking English learners (ELs) in the United States, (2) the extent to which poor performance at the end of grade 2 is identifiable in developmental trajectories beginning in kindergarten, (3) the relations among core reading constructs of phonological awareness and decoding in both English and Spanish and the factors that affect their relationship, (4) the performance of different approaches to identification and the factors that influence how well they work, as well as (5) the growing literature focused on intervention for reading problems in this population. This article examines the literature on language minority students and disability identification and analyzes a large‐scale longitudinal dataset (>4,000 ELs; >15,000 observations) to systematically characterize and describe the oral language and reading development of Spanish‐speaking children designated as ELs from kindergarten to second grade, considering a range of factors that may potentially contribute to that characterization and its relation to academic performance. This systematic characterization should facilitate the development of an empirical basis for a theoretically grounded framework of typical development in ELs in order to more precisely identify those children with language and learning disabilities.

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Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2

Cited by 108 publications

References 42 publications

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

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

Speaking and Reading in Two Languages: On the Identification of Reading and Language Disabilities in Spanish‐Speaking English Learners

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