LANGUAGE FACTORS IN EARLY READING IN BILINGUAL CHILDREN

双语儿童早期阅读的语言因素

• 批准号: 6166095
• 负责人: ROBERT D MORRIS
• 金额: $ 7.15万
• 依托单位: UNIVERSITY OF SOUTHERN CALIFORNIA
• 依托单位国家: 美国
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-08-01 至 2001-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6166095
• 关键词: academic achievement; behavioral /social science research tag; clinical research; cognition; differential semantics; early experience; educational psychology; human subject; intelligence tests; interview; language translation; learning; learning transfer; longitudinal human study; male; middle childhood (6-11); multilingualism; phonology; questionnaires; reading; short term memory; symbolism; teacher; verbal learning

Little is known about how the two languages of bilingual children influence their learning, particularly their learning to read. This study addresses the increasing evidence that characteristics of the written alphabets of the particular languages being used will affect the processes in learning to read. In addition, it attempts to better understand how different linguistic characteristics of a bilingual child's learning environment, and the child's facility with either language influences reading acquisition. Currently, cross- language and bilingual research suggests that orthographic depth, language dominance, and language of reading instruction may all independently, and in interaction, influence the acquisition of word recognition skills in bilingual children. This study performs a longitudinal evaluation of these factors' influence on 81 bilingual (Filipino, English) male children completing their first year of formal reading instruction in two schools in the Philippines which primarily use different languages. It builds upon an initial study of these same bilingual preschool children that explored the relationship of language factors with early pre-reading and word recognition skills in an attempt to better understand bilingual reading. The children were administered reading tests in both languages (English and Filipino), as well as measures of reading-related cognitive and linguistic abilities. Beginning analyses suggests that language dominance and language of reading instruction are important influences on these children's early reading skills in each language. The proposed follow-up study focuses upon 1) the development of word recognition skills during the children's primary acquisition phase; 2) the roles and relation of orthographic depth, language dominance, and language of reading instruction with reading achievement; and 3) the predictive value of cognitive/language skills and early reading abilities for subsequent reading achievement in both languages. It is predicted that language dominance, language of instruction, and differences in the orthographic depth of Filipino (shallow) and English (deep) will be critical predictors of early reading development. Findings from such research will hopefully further theoretical development regarding bilingual reading processes and ultimately inform bilingual education.

对于双语儿童的两种语言如何影响他们的学习，特别是他们的阅读学习，人们知之甚少。这项研究提出了越来越多的证据，表明所使用的特定语言的书面字母的特征会影响学习阅读的过程。 此外，它还试图更好地了解双语儿童学习环境的不同语言特征以及儿童对两种语言的掌握程度如何影响阅读习得。目前，跨语言和双语研究表明，拼写深度、语言优势和阅读教学语言都可能独立地、相互作用地影响双语儿童单词识别技能的获得。 本研究对这些因素对 81 名双语（菲律宾语、英语）男孩在菲律宾两所主要使用不同语言的学校完成第一年正式阅读教学的影响进行了纵向评估。 它建立在对这些双语学龄前儿童的初步研究的基础上，探索语言因素与早期预读和单词识别技能的关系，试图更好地理解双语阅读。 这些孩子接受了两种语言（英语和菲律宾语）的阅读测试，以及与阅读相关的认知和语言能力的测量。 开始分析表明，语言优势和阅读教学语言对这些儿童每种语言的早期阅读技能都有重要影响。 拟议的后续研究重点是：1）儿童初级习得阶段单词识别技能的发展； 2）拼写深度、语言优势、阅读教学语言与阅读成绩的作用和关系； 3）认知/语言技能和早期阅读能力对两种语言后续阅读成绩的预测价值。据预测，语言优势、教学语言以及菲律宾语（浅）和英语（深）的拼写深度差异将是早期阅读发展的关键预测因素。 此类研究的结果有望进一步推动双语阅读过程的理论发展，并最终为双语教育提供信息。