The Cross-Language Transfer of Phonological Skills of Hispanic Head Start Children

López, Lisa M.; Greenfield, Daryl B.

doi:10.1080/15235882.2004.10162609

Cited by 121 publications

(72 citation statements)

References 12 publications

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“…Studies of transfer of reading skills between alphabetic languages have shown a range of correlations, from R2 = .15 to .71 (Carrell, 1991;Dufva & Voeten, 1999;Jiang & Kuehn, 2001;Lopez & Greenfield, 2004;Sparks et al, 2008;van Gelderen et al, 2007), with the highest correlation between Dutch and English, two closely related languages. The correlation found in the current study (R2 = .606) is thus higher than that found in most studies of transfer across alphabetic languages and higher than those found in previous studies of transfer between Chinese and English reading, R2 = ranged from .01 to .53, p < .05 Bialystok, McBride-Chang, et al, 2005;Keung & Ho, 2009;Wang et al, 2005;Wang et al, 2006), although those studies generally examined one specific component of reading skill rather than overall reading performance.…”

Section: Discussionmentioning

confidence: 99%

“…The transfer of reading skills and abilities across a variety of alphabetic languages has been extensively examined, and the results are highly consistent with the LIH. Studies in Spanish-English transfer showed that higher reading skills and abilities from L1 had a slightly easier conversion to L2 reading (Carrell, 1991;Jiang & Kuehn, 2001;Lopez & Greenfield, 2004) with the range of r2 from .15 to .35, p < .05. The relationship occurs not only between Spanish and English but also in other alphabetic languages (L1) to English (L2): Finnish-English (e.g., r2 = .41, p < .01; Dufva & Voeten, 1999), Hmong-English (e.g., r2 = .15, p < .05; Jiang & Kuehn, 2001), Russian-English (e.g., r2 = .15, p < .05; Jiang & Kuehn, 2001), and DutchEnglish (e.g., r2 = .71, p = .014; van Gelderen, Schoonen, Stoel, de Glopper, & Hulstijn, 2007).…”

Section: Cross-language Transfer In Reading Abilitymentioning

confidence: 99%

“…In summary, many researchers have investigated the reading processes and relationships between L1 and L2 reading when both L1 and L2 orthographies are similar (Cummins, 1991;Durgunoğlu, 2002;Figueredo, 2006;Jiang & Kuehn, 2001;Lee & Schallert, 1997;Lopez & Greenfield, 2004;Sparks et al, 2008). These studies have shown that cross-reading transfer among alphabetic languages is more reliable, whereas language transfer in reading ability between two different orthographic systems (e.g., Mandarin Chinese and English) is less reliable.…”

Section: Cross-language Transfer In Reading Abilitymentioning

confidence: 99%

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Cross-Language Transfer of Reading Ability

Chuang

Joshi

Dixon

2011

Journal of Literacy Research

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How proficiency in reading the first language (L1) influences proficiency in reading in the second language (L2) was explored in this study. Reading scores in Mandarin Chinese (L1) and in English (L2) for 30,000 Taiwanese ninth-grade students were randomly selected from all who took the national Basic Competency Test during a 6-year period in Taiwan. Results of regression analyses showed that proficiency in L1 reading predicts with statistical significance the L2 reading proficiency of those whose scores were analyzed. In addition, participants' gender and school district also played small but statistically significant roles affecting the cross-language transfer of reading ability. The results are discussed in light of Cummins's linguistic interdependence hypothesis. KeywordsEnglish as a foreign language, L1 reading, L2 reading, linguistic interdependence hypothesis, reading transferReading is a complex process with a goal of understanding texts (Snow, 2002) and is perhaps the most important medium for acquiring skills and knowledge. Reading involves mastering the orthography to decode words to extract meaning from texts, and comprehension relies on background knowledge, cognitive strategies for comprehending, and vocabulary knowledge. A student is severely handicapped by low

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Section: Discussionmentioning

confidence: 99%

Section: Cross-language Transfer In Reading Abilitymentioning

confidence: 99%

Section: Cross-language Transfer In Reading Abilitymentioning

confidence: 99%

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Cross-Language Transfer of Reading Ability

Chuang

Joshi

Dixon

2011

Journal of Literacy Research

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“…Results of empirical studies have shown that bilingual children may develop superior metalinguistic skills, that is, abilities to recognize, access, and manipulate components of words such as syllables, onsets, rimes, and segments that serve them well when learning to read, at least in related languages (Bialystok, 1986a(Bialystok, , 1986b(Bialystok, , 1988(Bialystok, , 1991Bialystok, Majumder, & Martin, 2003;Cromdal, 1999;López & Greenfield, 2004).…”

Section: Research On Inside-out Factors With Bilingual Childrenmentioning

confidence: 99%

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Hammer

Miccio

2006

Topics in Language Disorders

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Learning to read is a complex process and a number of factors affect a child's success in beginning reading. This complexity increases when a child's home language differs from that of the school and when the child comes from a home with limited economic resources. This article discusses factors that have been shown to contribute to children's success in early reading, namely -phonological awareness, letter-word identification, oral language, and the home literacy environment. Preliminary evidence suggests that bilingual children from low-income backgrounds initially perform poorly on phonological awareness and letter identification tasks, but appear to acquire these abilities quickly in kindergarten once these abilities are emphasized in early reading instruction. In addition, the findings show that bilingual preschoolers' receptive language abilities in English and Spanish positively impact their early letter-word identification abilities at the end of kindergarten. A positive relationship between bilingual preschoolers' home literacy environment and early reading outcomes has not been found to date. Educational implications for serving young, bilingual children from programs such as Head Start are discussed.

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“…The particulars of this research are beyond the scope of this paper but are thoroughly summarized by Sun-Alperin (2007). Nevertheless, a broad range of existing and emergent research does tend to support consistently positive relationships between language ability in L1 and phonological awareness development in L2 (Dickinson, McCabe, ClarkChiarelli, & Wolf, 2004;Hancin-Bhatt, 2008;Lopez & Greenfield, 2004;SunAlperin). Especially notable is the study by Dickinson and colleagues which found that receptive vocabulary (words that are recognized upon sight) is strongly related to phonological awareness (the ability to distinguish units of speech, such as words, syllables, and phonemes) within and across languages, even among L1 students identified as at-risk for successful literacy acquisition.…”

Section: Teachers' Emergent and Differentiated Perspectives: Bi-litermentioning

confidence: 99%

Collaborative Inquiry Groups: Empowering Teachers to Work with English Language Learners

Murry

Herrera

2010

Journal of Teaching and Learning

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As grade-level teachers in the United States become increasingly responsible for educating English language learning (ELL) students, it is imperative that they re-evaluate their perspectives on instruction. This paper describes a program designed to prepare in-service teachers for enhancing their instructional effectiveness with ELL students in their traditional classrooms. The program emphasizes the use of collaborative inquiry groups in which teachers serve as critical colleagues, challenging one another to implement research and theorydriven practices and, most importantly, reflect upon their existing assumptions with regard to the instruction of ELL students. Teachers participating in the program completed a survey to describe their experience in an inquiry group. The findings of this study demonstrate noteworthy changes in teacher perspectives on language differences among, and appropriate literacy paradigms for, ELL students. Key among these changes were participants' demonstrated transformations in perspective regarding the role of native language support in ELL students' development of literacy and content-area skills and understandings.What happens when the focus of language arts in the grade-level classroom must be expanded to encompass intensive and ongoing literacy development for English language learning (ELL) students? What happens when even the most successful, monolingual grade-level teachers must develop the capacities to support literacy development in the second language (L2) and in the first _________________________________________________________________ Kevin Murry is Associate Professor of Secondary Education at Kansas State University and is the Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. His work in research and development has focused on ESL/dual language programming in secondary public schools and teachers' accommodation readiness for CLD students whose first language is not English and transnational students.Socorro Herrera serves as a professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Her K-12 teaching experience includes an emphasis on literacy development. Her research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom.

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The Cross-Language Transfer of Phonological Skills of Hispanic Head Start Children

Cited by 121 publications

References 12 publications

Cross-Language Transfer of Reading Ability

Cross-Language Transfer of Reading Ability

Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families

Collaborative Inquiry Groups: Empowering Teachers to Work with English Language Learners

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