Biliteracy development in Chinese and Korean children

描述（申请人提供）：世界上不同的书写系统选择不同的口语单位进行映射。汉语通常被认为是一种语标书写系统，它将一个印刷字符映射到一个相应的单音节语素。本研究旨在探讨母语为中国的儿童与母语为韩国的儿童在学习英语作为第二语言时的双文能力发展。韩语字母表Hangul将字母映射到音素上，就像英语，俄语和意大利语一样。最近关于儿童从另一个字母系统（如西班牙语）学习阅读英语的识字能力发展的研究已经开始提供L1和L2阅读技能之间强促进作用的一致结果。然而，到目前为止，很少有类似的研究已经进行了儿童学习阅读英语从一个拼写或类型不同的书写系统，如中文的两文能力的发展。这项纵向研究将跟踪从幼儿园到二年级的约200名儿童（每个语言组约100名）。我们每年都会对孩子进行一次测试。在第一语言和第二语言的平行实验和测试将被设计来检查三个主要的单词阅读组件-语音，拼写和意义的处理。将测试L1和L2的单词识别技能。利用这些测量的数据，我们计划在不同的时间点调查字母（韩语）和非字母（汉语）的L1读写经验对学习英语L2阅读的认知后果;检查三种不同语言中各种基本阅读成分和单词识别技能之间的并发和预测关系（中文、韩文和英文）;探讨不同语言（中文-英文vs.韩文-英文）之间的阅读成分和单词识别技能之间的并发和预测关系。这些研究结果将提供深入了解两文发展的普遍和特定语言的过程之间的相互作用。

DESCRIPTION (provided by applicant): Different writing systems in the world select different units of spoken language for mapping. Chinese, usually considered a logographic writing system, maps a printed character to a corresponding monosyllabic morpheme. This proposed study will investigate biliteracy development of native Chinese (L1) children compared to native Korean children in learning to read English as a second language (L2). The Korean alphabet, Hangul, maps letters onto phonemes just as English, Russian, and Italian do. Recent research on literacy development of children learning to read English from another alphabetic system such as Spanish has started to provide consistent results on the strong facilitation between L1 and L2 reading skills. However, to date few comparable studies have been carried out on biliteracy development of children learning to read English from an orthographically or typologically different writing system such as Chinese. This longitudinal study will follow about 200 children from kindergarten to grade 2 (about 100 in each language group). We will test children once every year. Parallel experiments and tests in L1 and L2 will be designed to examine the three major word reading components - phonological, orthographic and meaning processing. Word identification skills in L1 and L2 will be tested. With data from these measures across time, we plan to investigate cognitive consequences of alphabetic (Korean) versus nonalphabetic L1 (Chinese) literacy experiences for learning to read English L2 at different time points; to examine the concurrent and predictive relationships between various basic reading components and word identification skill within three different languages (Chinese, Korean and English); to explore the concurrent and predictive relationships between the reading components and word identification skill across languages (Chinese-English vs. Korean- English). These findings will provide insight into the interaction between universal and language-specific processes of biliteracy development.