Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts

Gottardo, Alexandra; Chiappe, Penny; Yan, Bernice; Siegel, Linda S.; Gu, Yiying

doi:10.1080/01443410500341098

Cited by 91 publications

(23 citation statements)

References 68 publications

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“…Secondly, the researchers also examined the possible relationships between L2 readingrelated skills and L2 reading comprehension. Similar to previous research (see Gottardo et al, 2006;McCardle et al, 2001), the results from the current investigation demonstrate that L2 reading fluency, word recognition, vocabulary knowledge, and syntactical awareness correlate significantly with L2 reading comprehension, confirming the possible inter-relatedness of ESL cognitive-linguistic and reading-related skills.…”

Section: Resultssupporting

confidence: 77%

“…Moreover, research findings have shown that weaknesses within the oral language domain could contribute to difficulties with reading comprehension even when children have adequate word recognition skills (Nation, 2009) For example, the study of Catts and colleagues (Catts, Tomblin, Compton & Bridges, 2012) involving older primary school learners, have identified problems with oral language skills as one of the main factors contributing to reading comprehension difficulties (Catts et al, 2012). In addition, the available research findings on both L1 and L2 children's academic achievement and literacy development, although limited, show the interrelatedness of language proficiency and subsequent reading skills which are important prerequisites for learning in content areas for both L1 and L2 children (Verhoeven, 2007;Gottardo, Chiappe, Yan, Siegel & Gu, 2006;McCardle, Scarborough & Catts, 2001). Against the backdrop of so many ESL children being wrongly diagnosed as having learning disabilities, much more research is needed on L2 language and reading development.…”

Section: Resultsmentioning

confidence: 99%

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Reading in a second language: Considering the "simple view of reading" as a foundation to support ESL readers in Lesotho, Southern Africa

Staden

2016

PLING

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Section: Resultssupporting

confidence: 77%

Section: Resultsmentioning

confidence: 99%

Reading in a second language: Considering the "simple view of reading" as a foundation to support ESL readers in Lesotho, Southern Africa

Staden

2016

PLING

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“…For example, recent studies on Chinese-English biliteracy acquisition have found that phonological awareness and orthographic experience in Chinese influence the process of learning to read English (Cheung, Chan, & Chong, 2007;Gottardo, Chiappe, Yan, Siegel, & Gu, 2006;Leong et al, 2005;Wang & Geva, 2003a;Wang et al, 2005). One of the major findings from Chinese-English biliteracy acquisition is that Chinese phonological skills contribute to English word reading, similar to the findings on Spanish-English or French-English alphabetic language acquisition (Cisero & Royer, 1995;Comeau, Cormier, Grandmaison, & Lacroix, 1999).…”

Section: Associations Of Chinese-english Biscriptal Readingmentioning

confidence: 71%

Chinese-English biscriptal reading: cognitive component skills across orthographies

Tong

McBride‐Chang

2009

Read Writ

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This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second-and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and morphological awareness improved with age. However, the extent to which each of the constructs explained variance in Chinese and English word reading was stable across age but differed by orthography. Across grades, visual-orthographic skills and morphological awareness, but not phonological awareness, were uniquely associated with Chinese character recognition with age and nonverbal IQ statistically controlled. In contrast, Chinese visualorthographic skills and phonological awareness, but not morphological awareness, accounted for unique variance in English word reading even with the effects of Chinese character recognition and other reading-related cognitive tasks statistically controlled. Thus, only visual-orthographic skills appeared to be a consistent factor in explaining both Chinese and English word reading, perhaps in part because Hong Kong Chinese children are taught in school to read both Chinese and English using a ''look and say'' strategy that emphasizes visual analysis for word recognition. These findings extend previous research on Chinese visual-orthographic skills to English word reading and underscore commonality and uniqueness in bilingual reading acquisition.

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“…Numerous studies have examined cross-language transfer of phonological skills between languages that differ in orthographic character like Chinese or the Japanese kanji and English (Chow, McBride-Chang & Burgess, 2005;Chung, McBride-Chang, Cheung, & Wong, 2011;Gottardo et al ., 2001;Gottardo, Chiappe, Yan, Siegel, & Gu, 2006;Keung & Ho, 2009;Luo, Chen, & Geva, 2014;McBride-Chang et al, 2008;Tong & McBride-Chang, 2010;Wang, Lin, & Yang, 2014;Wang et al, 2005;Yeung & Chan, 2013). These studies revealed that phonological skills did indeed transfer between logographic languages and English.…”

Section: Transfer Between Logographic Languages and Englishmentioning

confidence: 75%

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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Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts

Cited by 91 publications

References 68 publications

Reading in a second language: Considering the "simple view of reading" as a foundation to support ESL readers in Lesotho, Southern Africa

Reading in a second language: Considering the "simple view of reading" as a foundation to support ESL readers in Lesotho, Southern Africa

Chinese-English biscriptal reading: cognitive component skills across orthographies

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

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