What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
Journal
Child Development
Journal Volume
93
Journal Issue
1
Pages
84-100
Date Issued
2022
Author(s)
Abstract
This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N?=?283, 5–10?years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolinguals, Spanish–English bilinguals relied more on phonological awareness in word reading, whereas Chinese–English bilinguals relied more on lexical knowledge. Research question 2 examines relations between bilinguals’ heritage language proficiency and English literacy. Results revealed direct and indirect effects of heritage language meta-linguistic skills on English word reading. The study yields implications for reading theories and instructional practices in optimizing literacy in linguistically diverse children. ? 2021 The Authors. Child Development ? 2021 Society for Research in Child Development.
Subjects
child
China
human
language
linguistics
multilingualism
reading
Child
Humans
Language
Linguistics
Multilingualism
Reading
SDGs
Type
journal article