Exploring the Genetic and Environmental Etiologies of Phonological Awareness, Morphological Awareness, and Vocabulary Among Chinese–English Bilingual Children: The Moderating Role of Second Language Instruction

Xie, Qiuzhi; Zheng, Mo; Ho, Connie Suk‐Han; McBride, Catherine; Fong, Fiona Li Wai; Wong, Simpson W. L.; Chow, Bonnie Wing‐Yin

doi:10.1007/s10519-021-10096-2

Cited by 9 publications

(5 citation statements)

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“…When looking at the growth predictors of phonic and phoneme awareness over a short period of teaching (10 weeks) the data showed that, in addition to the influence of task baseline performance, children from areas of lower deprivation, children who used a greater NDW in their story retells at baseline, and females showed the most growth. This is consistent with previous findings in the literature relating to the influences from socioeconomic status and English language exposure on phonological awareness and English vocabulary development for bilingual children [ 38 ]. The finding that females responded more positively than males is an interesting finding.…”

Section: Discussionsupporting

confidence: 93%

“…Multiple factors will influence their emergent literacy skills and literacy acquisition. These factors include children's executive functioning (e.g., short-term memory, self-regulation, planning skills) the linguistic similarities and differences between languages learned, children's self-efficacy, their family's socioeconomic status, their parents' level of education, their teacher's knowledge and experience with supporting bilingual learners, and the types of early literacy instruction they receive [29][30][31][32][33][34][35][36][37][38]. In addition, their emergent literacy skills in areas such as phonological awareness [39], alphabetic knowledge, vocabulary, and oral narrative skills in their dominant language are all likely to influence achievement in literacy acquisition [30,32,38].…”

Section: Influences On Literacy Development For Bilingual Learnersmentioning

confidence: 99%

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Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Gillon¹

2023

Folia Phoniatr Logop

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Introduction: The Better Start Literacy Approach is an example of a multi-tiered system of support (MTSS) to facilitate children’s early literacy success. It is set within a strengths-based and culturally responsive framework for literacy teaching and is being implemented in over 800 English medium schools across New Zealand. This report focuses on how children identified at school entry as English Language Learners (ELL) responded to the Better Start Literacy Approach during their first year at school. Method: Using a matched control design, the growth in phoneme awareness, phoneme-grapheme knowledge, and oral narrative skills for 1,853 ELL was compared to a cohort of 1,853 non-ELL. The cohorts were matched for ethnicity (mostly Asian, 46% and Pacific, 26%), age (M = 65 months), gender (53% male), and socioeconomic deprivation index (82% in areas of mid to high deprivation). Results: Data analyses indicated similar positive growth rates for ELL and non-ELL from baseline to the first monitoring assessment following 10 weeks of Tier 1 (universal/class level) teaching. Despite demonstrating lower phoneme awareness skills at baseline, following 10 weeks of teaching, the ELL cohort performed similarly to non-ELL in non-word reading and spelling tasks. Predictors of growth analyses indicated that ELL from areas of low socioeconomic deprivation, who used a greater number of different words in their English story retells at the baseline assessment, and females made the most growth in their phonic and phoneme awareness development. Following the 10-week monitoring assessment, 11% of the ELL and 13% of the non-ELL cohorts received supplementary Tier 2 (targeted small group) teaching. At the next monitoring assessment (20 weeks post baseline assessment) the ELL cohort showed accelerated growth in listening comprehension, phoneme-grapheme matching and phoneme blending skills, catching up to their non-ELL peers. Discussion: Despite limitations of the dataset available, it provides one of the few insights into the response of ELL to Tier 1 and Tier 2 teaching in their first year at school. The data suggest that the Better Start Literacy Approach, which includes high-quality professional learning and development for teachers, literacy specialists, and speech-language therapists, is an effective approach toward developing foundational literacy skills for ELL. The important role speech-language therapists have in collaborating with class teachers to support children’s early literacy success within a MTSS framework is discussed.

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Section: Discussionsupporting

confidence: 93%

Section: Influences On Literacy Development For Bilingual Learnersmentioning

confidence: 99%

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Gillon¹

2023

Folia Phoniatr Logop

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“…However, as reading-related linguistic skills, no studies have explored the possibility of phonological awareness and morphological awareness as endophenotypes. The heritability estimates of phonological awareness and morphological awareness were 0.19–0.83 [ 40 , 48 , 49 ] and 0.44–0.55 [ 50 ], respectively. Candidate gene studies have also discussed the association of KIAA0319 with phonological and morphological awareness [ 51 , 52 ].…”

Section: Introductionmentioning

confidence: 99%

Cumulative genetic score of KIAA0319 affects reading ability in Chinese children: moderation by parental education and mediation by rapid automatized naming

et al. 2023

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KIAA0319, a well-studied candidate gene, has been shown to be associated with reading ability and developmental dyslexia. In the present study, we investigated whether KIAA0319 affects reading ability by interacting with the parental education level and whether rapid automatized naming (RAN), phonological awareness and morphological awareness mediate the relationship between KIAA0319 and reading ability. A total of 2284 Chinese children from primary school grades 3 and 6 participated in this study. Chinese character reading accuracy and word reading fluency were used as measures of reading abilities. The cumulative genetic risk score (CGS) of 13 SNPs in KIAA0319 was calculated. Results revealed interaction effect between CGS of KIAA0319 and parental education level on reading fluency. The interaction effect suggested that individuals with a low CGS of KIAA0319 were better at reading fluency in a positive environment (higher parental educational level) than individuals with a high CGS. Moreover, the interaction effect coincided with the differential susceptibility model. The results of the multiple mediator model revealed that RAN mediates the impact of the genetic cumulative effect of KIAA0319 on reading abilities. These findings provide evidence that KIAA0319 is a risk vulnerability gene that interacts with environmental factor to impact reading abilities and demonstrate the reliability of RAN as an endophenotype between genes and reading associations.

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“…When students learn English, they also tend to transition from listening to reading and writing, but in the actual English teaching, the proportion of listening teaching content is much lower compared with vocabulary, grammar and reading. At the same time, under the influence of test-taking philosophy, listening and speaking courses are often transformed into theoretical courses, and in this situation, listening and speaking is even the weak point of students in their learning [12][13]. Learning a language is about communication, and the purpose of English teaching is to develop students' ability to use this language for communication.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the improvement path of English listening and speaking ability based on big data technology

2023

Applied Mathematics and Nonlinear Sciences

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In current English learning, listening, and speaking is an important part of English learning. To cultivate students’ English listening and speaking ability and meet the demand for language communication improvement today, this paper uses big data technology as the main support to recognize, noise reduction and feature extraction of input speech using speech recognition algorithm, noise elimination algorithm and feature extraction algorithm, respectively. Obtain data related to students’ English listening and speaking abilities to form systematic and complete student big data. Through preprocessing and mining, it provides a basis for decision making in English listening and speaking teaching. According to the results of the analysis of students’ English listening and speaking ability, the percentage of students who liked English listening very much in the pre-test was 25% of the class, and the percentage of students who thought they could be optimistic about the hardships in learning was 18%. After practicing the improvement path, the percentages of students increased to 38% and 29%, respectively. The mean value of listening at the pre-test was 20.23, which was lower than the mean value of listening at the post-test, 21.72. The above experimental results are sufficient to show that the development of the pathway in this paper can make students more motivated and enthusiastic in learning English listening and speaking, and thus improve their English listening and speaking skills.

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Exploring the Genetic and Environmental Etiologies of Phonological Awareness, Morphological Awareness, and Vocabulary Among Chinese–English Bilingual Children: The Moderating Role of Second Language Instruction

Cited by 9 publications

References 55 publications

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Cumulative genetic score of KIAA0319 affects reading ability in Chinese children: moderation by parental education and mediation by rapid automatized naming

Analysis of the improvement path of English listening and speaking ability based on big data technology

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