Reading comprehension of monolingual and bilingual children in primary school: the role of linguistic abilities and phonological processing skills
Reading comprehension of monolingual and bilingual children in primary school: the role of linguistic abilities and phonological processing skills
复制标题
小学单语和双语儿童的阅读理解：语言能力和语音处理能力的作用
DOI：
--
复制
发表时间：
2021
影响因子：
3
通讯作者：
Timo Gnambs
中科院分区：
文献类型：
--
作者：
Shally Novita;Kathrin Lockl;Timo Gnambs
双语儿童的阅读理解能力取决于每种语言在日常生活中的使用程度。迄今为止，大多数双语研究都集中在以主要语言作为第二语言学习的儿童（L2 双语儿童）。相比之下，以多数语言作为第一语言学习的双语儿童（L1 双语儿童）很少受到关注。为了弥补这一差距，本研究探讨了（a）阅读理解的平均差异及其学前预测因素，以及（b）来自不同语言群体的儿童的这些变量之间的差异关联。该研究包括来自德国国家教育小组研究的 1,842 名单语儿童、269 名 L1 双语儿童和 237 名 L2 双语儿童，他们在小学 4 年级接受了阅读理解能力评估。学前阅读的预测因素包括在幼儿园获得的语言能力和语音处理技能。结果表明，在考虑了儿童的社会经济背景后，L2双语儿童的阅读理解和语言技能低于L1双语儿童，而L1双语儿童的表现又优于单语儿童。相比之下，各组的语音处理能力相当。此外，三个语言组的阅读理解能力与其学前预测因素之间存在相似的关系。
Reading comprehension in bilingual children depends on the extent to which each language is used in daily life. To date, most bilingual studies have focused on children who learn the majority language as their second language (L2 bilingual children). In contrast, bilingual children learning the majority language as their first language (L1 bilingual children) have rarely been addressed. To bridge this gap, this study explored (a) mean differences in reading comprehension and its preschool predictors as well as (b) differential associations between these variables for children from different language groups. The study included 1,842 monolingual, 269 L1 bilingual, and 237 L2 bilingual children from the German National Educational Panel Study who were assessed on their reading comprehension in grade 4 of elementary school. Preschool predictors of reading included linguistic abilities and phonological processing skills that were obtained in kindergarten. The results indicate that after accounting for the children’s socioeconomic background, L2 bilingual children exhibited lower reading comprehension and linguistic skills than L1 bilingual children, who in turn were outperformed by monolingual children. In contrast, phonological processing skills were comparable across groups. Furthermore, the three language groups presented similar relationships between reading comprehension and its preschool predictors.
登录
查看更多内容
影响因子：
3.6
作者：
Kovelman, Ioulia;Baker, Stephanie A.;Petitto, Laura-Ann
通讯作者：
Petitto, Laura-Ann
DOI：
10.1026/0049-8637.40.3.124
发表时间：
2008-01-01
影响因子：
0.9
作者：
Dubowy, Minja;Ebert, Susanne;Weinert, Sabine
通讯作者：
Weinert, Sabine
影响因子：
3.6
作者：
Bialystok, Ellen;Luk, Gigi;Peets, Kathleen F.;Yang, Sujin
通讯作者：
Yang, Sujin
影响因子：
2.6
作者：
Morales J;Calvo A;Bialystok E
通讯作者：
Bialystok E
影响因子：
4.1
作者：
Engle, RW;Tuholski, SW;Conway, ARA
通讯作者：
Conway, ARA