Language and reading comprehension in bilingual children and adults

成功的学习依赖于从口语或书面文本中提取意义。虽然语言理解是阅读理解的垫脚石，但很少有研究将语言理解作为一个结构来考察。完整阅读观（CVRi, Francis et al., 2018），扩展了简单阅读观（SVR, Gough Hoover）和书面文本，在双语者中尚未得到充分的探索。在SVR和CVRi的基础上，本研究旨在研究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贡献。研究的三个目标是：(1)评估双语儿童、青少年和成人的第二语言理解及其与注意控制的关系；(2)研究儿童和青少年一年内解码、二语理解和二语阅读理解的共变；(3)研究较早（5岁前接受正规教育）或较晚（12岁后接受小学教育）接触第二语言的成年人的第二语言理解和注意控制在促进第二语言阅读理解方面的作用。三个项目将招募将英语作为第二语言的儿童（6-9岁）、青少年（12-15岁）和年轻人（18-40岁）。在项目1中，儿童、青少年和成人将被招募，在从第二语言视频中学习新信息后提供引出性言语，作为通过语言产生来理解语言的代理。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，这些任务测量语言的一般注意控制、工作记忆、英语词汇量、英语词汇检索流畅性和英语阅读理解。儿童和青少年将在6个月和1年后再次看到语言和阅读理解之间的横断面和纵向关系。在项目3中，早或晚接触英语作为第二语言的成年人将被分配类似于项目2中针对成年人的任务。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文本的发展轨迹。该项目有助于实现一个长期目标，即在使用多种语言的人群中开发和测试一种结合语言和认知技能的阅读模式，从儿童到成年。

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.