LANGUAGE FACTORS IN EARLY READING IN BILINGUAL CHILDREN

很少有人知道双语儿童的两种语言如何影响他们的学习，特别是他们的学习阅读。这项研究解决了越来越多的证据表明，正在使用的特定语言的书面字母的特点会影响学习阅读的过程。 此外，它试图更好地了解不同的语言特点，双语儿童的学习环境，以及儿童的设施与任何一种语言的影响阅读收购。目前，跨语言和双语研究表明，正字法深度、语言优势和阅读教学语言都可能独立地，并在相互作用中影响双语儿童的单词识别技能的获得。 本研究进行了纵向评估这些因素的影响81双语（菲律宾语，英语）男性儿童完成正式阅读教学的第一年在菲律宾的两所学校，主要使用不同的语言。 它建立在这些相同的双语学龄前儿童的初步研究，探讨语言因素与早期预阅读和单词识别技能的关系，试图更好地理解双语阅读。 这些儿童接受了两种语言（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。 初步分析表明，语言优势和语言的阅读教学是重要的影响，这些儿童的早期阅读技能在每种语言。 后续研究的重点是：1）儿童初级词汇习得阶段的单词识别技能发展; 2）正字法深度、语言优势和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随后两种语言阅读成绩的预测价值。据预测，语言优势，教学语言，并在菲律宾语（浅）和英语（深）的正字法深度的差异将是早期阅读发展的关键预测。 这些研究结果将有助于双语阅读过程理论的进一步发展，并最终为双语教学提供参考。

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.