Language and reading comprehension in bilingual children and adults

成功的学习有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垫脚石，但将语言理解作为一种结构来考察的研究较少。《阅读的完整观点》(CVRi，Francis等人，2018年)，扩展了《阅读的简单观点》(SVR，Gough Hoover nd)，在书面文本中尚未被双语者充分探索。本研究以SVR和CVRi为基础，旨在考察二语语言理解和注意控制对双语儿童和成人二语阅读理解的贡献。三个研究目标是：(1)评估双语儿童、青少年和成人的二语语言理解及其与注意控制的关系；(2)考察儿童和青少年在一年中解码、二语语言理解和二语阅读理解的协变性；(3)考察二语语言理解和注意控制在二语接触年龄早(5岁正式上学前)或晚起(12岁基础教育后)成人的二语阅读理解中所起的作用。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，将招募儿童、青少年和成年人在从第二语言的视频中学习新信息后提供诱发式演讲，作为通过语言产生进行语言理解的代理。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一个简短版本，即测量语言的任务-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被观察，以建立语言和第二语言阅读理解之间的横向和纵向关系。在项目3中，早晚接触英语作为第二语言的成年人将被安排与项目2中为成年人改编的任务类似的任务。总的来说，这些项目确立了双语儿童和成人理解口语和书面语的发展轨迹。该项目有助于开发和测试从儿童到成年的多语种人群中结合语言和认知技能的阅读模式的长期目标。

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.