Simultaneous acquisition of English and Chinese impacts children's reliance on vocabulary, morphological and phonological awareness for reading in English
Simultaneous acquisition of English and Chinese impacts children's reliance on vocabulary, morphological and phonological awareness for reading in English
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DOI：
10.1080/13670050.2016.1246515
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发表时间：
2019-02-17
影响因子：
2.8
通讯作者：
Kovelman, Ioulia
中科院分区：
文献类型：
--
作者：
Hsu, Lucy Shih-Ju;Ip, Ka I.;Kovelman, Ioulia
阅读习得的发展过程通常被认为是一个由词汇语义、语音和拼写组成的自组织心理网络。这种网络的发展性质因语言而异，并且已知会影响类型不同语言的第二语言学习者。然而，它仍然在很大程度上是未知的，这种跨语言的差异是否在两种类型不同的语言的年轻双语学习者之间的互动。在本研究中，我们比较了在美国出生和长大的中英双语者和英语单语者（6-12岁，N = 134）的英语语言和阅读技能，包括词汇，语音和形态意识，和单词阅读。我们对年轻参与者进行了整组和亚组分析，以检查影响的程度。在单语者中，语音能力直接预测英语单词阅读。相比之下，双语者的语音和形态能力通过词汇知识对英语读写能力做出了间接贡献，尽管双语者具有类似单语的语言和英语阅读能力。这些发现为学习阅读的语音和词汇途径的灵活性提供了新的见解。
The developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second-language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different languages. In the present study, we compared Chinese-English bilinguals and English monolinguals (ages 6-12, N = 134) born and raised in the US on their English language and reading skills including vocabulary, phonological and morphological awareness, and word reading. We conducted whole group and subgroup analyses on younger participants to examine the extent of the effect. In monolinguals, phonological abilities directly predicted English word reading. In contrast, in bilinguals, both phonological and morphological abilities made an indirect contribution to English literacy via vocabulary knowledge, even though bilinguals had monolingual-like language and reading abilities in English. These findings offer new insights into the flexibility of the phonological and lexical pathways for learning to read.