Language and reading comprehension in bilingual children and adults

成功的学习依赖于从口语或书面语中提取意义。虽然语言理解是阅读理解的基石，但将语言理解作为一个结构来研究的却很少。阅读的完整观点（CVRi，弗朗西斯等人，2018），扩展了阅读的简单观点（SVR，高夫胡佛和书面文本尚未在双语者中充分探索。基于SVR和CVRI，本研究旨在考察双语儿童和成人的二语理解和注意控制对二语阅读理解的影响。研究目的有三：（1）评估双语儿童、青少年和成人的第二语言理解能力，并探讨其与注意控制的关系;（2）研究儿童和青少年一年内解码、第二语言理解和第二阅读理解的协变;（3）探讨二语理解和注意控制在早期阅读障碍者二语阅读理解中的作用（5岁正式上学前）或晚发的L2接触年龄（12岁小学教育后）。三个项目将招募儿童（6-9岁），青少年（12-15岁）和年轻人（18-40岁），他们将英语作为L2。在项目1中，儿童，青少年和成年人将被招募到提供诱导言语后，学习新的信息，从视频在L2作为代理的语言理解通过语言生产。在项目2中，儿童和青少年将完成项目1中开发的视频任务的简短版本，这些任务测量语言一般注意力控制，工作记忆，英语词汇，英语词汇提取流畅性和英语阅读理解。儿童和青少年将在六个月和一年后再次进行观察，以建立语言和阅读理解之间的横向和纵向关系。在项目3中，早期或晚期接触英语作为第二语言的成年人将被赋予与项目2中为成年人改编的任务类似的任务。总的来说，这些项目建立了双语儿童和成人理解口语和书面语的发展轨迹。该项目有助于实现一个长期目标，即开发和测试一种结合语言和认知技能的阅读模式，使多语言人口从童年到成年。

Successful learning relies on extracting meaning from spoken language or written text. While language comprehension is a stepping-stone for reading comprehension, there is less research examining language comprehension as a construct. The Complete View of Reading (CVRi, Francis et al., 2018), extended the Simple View of Reading (SVR, Gough Hoover nd in written text has not been fully explored in bilinguals. Building on the SVR and CVRi, this proposed research program aims to examine the contribution of L2 language comprehension and attentional control to L2 reading comprehension in bilingual children and adults. Three investigative objectives are: (1) to assess language comprehension in L2 and examine its relationship with attentional control in bilingual children, adolescents, and adults; (2) to examine the co-variation of decoding, L2 language comprehension, and L2 reading comprehension in children and adolescents across one year; and (3) to investigate the role of L2 language comprehension and attentional control in contributing to L2 reading comprehension in adults with early (before formal schooling at age 5) or late onset ages of L2 exposure (after elementary education at age 12). Three projects will recruit children (ages 6-9), adolescents (ages 12-15) and young adults (ages 18-40) who speak English as an L2. In Project 1, children, adolescents, and adults will be recruited to provide elicited speech after learning new information from videos in L2 as a proxy of language comprehension via language production. In Project 2, children and adolescents will complete a short version of the video task developed in Project 1, tasks measuring language-general attentional control, working memory, vocabulary in English, lexical retrieval fluency in English, and reading comprehension in English. Children and adolescents will be seen again after six months and one year to establish cross-sectional and longitudinal relationship between language and reading comprehension in L2. In Project 3, adults with early or late exposure to English as L2 will be given tasks similar to those in Project 2 adapted for adults. Collectively, these projects establish the developmental trajectories of comprehending spoken language and written text in bilingual children and adults. The project contributes to a long-term goal of developing and testing a reading model combining language and cognitive skills in a multilingual population from childhood to adulthood.