Developing phonological awareness: Is there a bilingual advantage?

By Ellen Bialystok, Shilpi Majumder, Michelle M. Martin. Applied Psycholinguistics, 2003

422 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/101c37ecc1e21de68baff32cfefc715916b9f7d8

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In Developmental and Educational Psychology

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Citations in the corpus

The Intriguing Role of Spanish Language Vocabulary Knowledge in Predicting English Reading Comprehension. (2006, background): “Bialystok, Majumder, and Martin (2003) investigated the phonological development of monolingual English, bilingual Chinese–English, and bilingual Spanish– C. Patrick Proctor and Catherine Snow, Graduate School of Education, Harvard University; Diane August, Center for Applied Linguistics,…”
Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, positive): “Spanish–English bilingual children show greater phonological awareness than do monolingual English-speaking children (Bialystok et al., 2003), perhaps because the transparency of Spanish orthography makes the principle that letters stand for sounds more apparent.”
Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems (2005, background): “In our study of monolingual and bilingual children between 5 and 7 years old, we found only limited evidence for bilingual advantages on some tasks ( Bialystok, Majumder, & Martin, 2003 ).”
Two-way and monolingual English immersion in preschool education: An experimental comparison (2007, background): “Transfer of knowledge and skills regarding the alphabet, grammar, and other aspects of language and literacy might occur later as children progress through elementary school ( Bialystok, Majumder, & Martin, 2003; Durgunoglu, Nagy, & Hancin-Bhatt, 1993; English, Leafstedt, Gerber, & Villaruz, 2001; ”
Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “Learning to read is a process underpinned by a variety of cognitive and metalinguistic skills (Adams, 1990; Ziegler & Goswami, 2005) and its route is shaped by the characteristics of a given writing system (e.g., Bialystok, Majumder, & Martin, 2003; Frith, Wimmer, & Langerl, 1998) and specific edu”
Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems (2005, methodology): “…(Bruck & Genesee, 1995, for differences between English and French in promoting phonological awareness), is not mitigated by bilingualism per se (Bialystok et al., 2003, for comparisons of three groups of bilinguals solving the same phonological awareness tasks), and is readily applied to both…”