Beyond language borders: orthographic processing and word reading in Spanish-English bilinguals
Beyond language borders: orthographic processing and word reading in Spanish-English bilinguals
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DOI：
10.1111/j.1467-9817.2011.01490.x
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发表时间：
2013-01-01
影响因子：
2.7
通讯作者：
Ramirez, Gloria
中科院分区：
文献类型：
--
作者：
Deacon, S. Helene;Chen, Xi;Ramirez, Gloria
我们给出了一项实证检验的结果，该假设认为，当被习得的文字是用相同的单位(具体地说，相同的字母表)书写时，拼写加工向阅读的迁移发生。我们对97名4年级和7年级的西班牙英语双语儿童进行了测试。我们测量了母亲的教育水平、言语和非言语能力、快速自动命名和语音意识作为控制变量，以及两种语言的拼写加工和阅读。首先，在英语和西班牙语阅读中，拼写处理和阅读之间存在联系，这一发现对于更透明的西班牙语文字来说是新的。其次，用西班牙语评估的正字法加工与英语阅读有关，即使在进行了实质性控制之后也是如此。这种结果模式支持这样一种观点，即当文字使用相同的单位编写时，正字法处理转移到跨语言阅读。
We present the results of an empirical test of the hypothesis that transfer of orthographic processing to reading occurs when the scripts under acquisition are written with the same unit (specifically, the same alphabet). We tested 97 SpanishEnglish bilingual children in Grades 4 and 7. We measured mother's education level, verbal and nonverbal abilities, rapid automatised naming and phonological awareness as control variables, as well as orthographic processing and reading in both of the children's languages. First, there was a relationship between orthographic processing and reading within both English and Spanish reading, a finding that is novel for the more transparent script of Spanish. Second, orthographic processing assessed in Spanish was related to English reading, even after substantive controls. This pattern of results offers support for the idea that orthographic processing transfers to reading across languages, when the scripts are written with the same unit.