Factors related to English reading performance in children with Chinese as a first language : More evidence of cross-language transfer of phonological processing
By Alexandra Gottardo, Bernice Yan, Linda Siegel, Lesly Wade-Woolley. 2001
296 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/41e5bdf2ed40a0f775b77a0158567c825620e66e
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In Developmental and Educational Psychology
In Statistics and Probability
Citations in the corpus
- Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill (2006, unknown): “This conception of transfer fits with the view of phonological awareness as a general, rather than language-specific process (e.g., Cisero & Royer, 1995; Comeau, Cormier, Grandmaison, & Lacroix, 1999; Durgunog˘ lu, Nagy, & Hancin-Bhatt, 1993; Gottardo, Yan, Siegel, & Wade-Woolley, 2001; Lindsey, M”
- The importance of morphological awareness in Korean-English biliteracy acquisition (2009, background): “, Kim, 1999). In one study suggesting the importance of phonology in reading Hangul, Kim and Davis (2004) found that poor readers of Korean Hangul performed poorly on Korean phonological awareness measures when compared to good readers.”
- Individual differences and language interdependence: a study of sequential bilingual development in Spanish–English preschool children (2009, result): “From a general perspective, these results support the broader literature on the relation between native and second language development in literacy and academic skills (e.g. August 2002; Gottardo et al. 2001; Riccio et al. 2001).”
- Morphological awareness in Spanish-speaking English language learners: within and cross-language effects on word reading (2010, background): “Crosslinguistic effects of phonological awareness have been reported between many language combinations such as Spanish and English (Cisero & Royer, 1995; Durgunoglu, Nagy, & Hancin-Bhatt, 1993), French and English (Comeau et al., 1999; LaFrance & Gottardo, 2005), and even between more distant langu”
- Flexibility in young second-language learners: examining the language specificity of orthographic processing (2009, background): “These findings of language specificity have emerged in studies of bilingual learners of languages with entirely different bases, such as logographic Chinese and alphabetic English (Gottardo et al., 2001; Leong, Hau, Cheng & Tan, 2005).”
- Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “This further supports the idea that phonological transfer might not be limited to languages with similar phonological structures (Chow et al., 2005; Gottardo et al., 2001; Saiegh-Haddad & Geva, 2007).”
- A longitudinal analysis of English language learners’ word decoding and reading comprehension (2007, background): “Their decoding and word identification strengths could partially result from their strong performance on the initial phonological awareness measures (see Table 2; Gottardo et al., 2001 ).”
- Cross-linguistic transfer in literacy development and implications for language learners (2002, background): “... awareness in their L2. However, if they have phonological awareness in their strong language, it is likely to facilitate its development in the L2. Many studies have shown that phonological awareness levels are correlated across languages as well as correlated with word recognition across langua”
- Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners (2009, result): “Our results are in line with past findings of the links between Chinese phonological skills and English reading abilities among Chinese children (e.g. Chow et al., 2005; Gottardo et al., 2001), and further extend these studies by demonstrating causality with an intervention design.”