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

176 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/4f0688a64e4c1b0a677b079e66baab2e16d63a03

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In Developmental and Educational Psychology

1. C. McBride-Chang
2. Min Wang
3. Alexandra Gottardo
4. X. Tong
5. Ellen Bialystok
6. G. Luk
7. Hua Shu
8. Linda Siegel

Citations in the corpus

• Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems (2005, background): “Gottardo et al. (2001) found that Cantonese–English children’s performance in Chinese rhyme detection correlated with English rhyme detection and phoneme deletion.”
• Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts (2006, methodology): “Therefore, for Chinese-English speaking children L1 or L2 phonological awareness (Gottardo et al., 2001) can be used to determine sources of weaknesses in those who have difficulty acquiring basic English reading skills.”
• A longitudinal study of phonological processing skills and reading in bilingual children (2005, background): “Even among phonological awareness measures, the overlap between L1 and L2 phonological awareness performance is not perfect (Gottardo et al., 2001).”
• Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer (2006, background): “…recent studies on bilingual reading across different writing systems such as Chinese–English, in which Chinese is a nonalphabetic writing system, suggest that there are common phonological processes even in reading two different writing systems (Gottardo et al., 2001; Wang, Perfetti, & Liu, 2005).”
• Predictors of reading and spelling abilities in first and second language learners (2007, result): “The failure of syntactic awareness to predict ESL word reading and spelling abilities is in keeping with the results reported by Cormier and Kelson, Durgunog ˘lu et al. (1993), and Gottardo et al. (2001).”
• The Relationship between Language and Reading Skills in Bilingual Spanish‐English Speakers (2002, methodology): “The oral cloze task has been used with other ESL learners (Gottardo et al., 2001) and thus, the author constructed parallel versions in English and Spanish to examine awareness of similar syntactic structures across languages.”
• Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (2008, background): “It has also been established in a number of recent studies involving a Chinese–English contrast (e.g., Chow, McBride-Chang, & Burgess, 2005; Gottardo et al., 2001; M. Wang et al., 2005).”
• Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners (2005, background): “Thus, as previous studies have reported (Chiappe & Siegel, 1999; Durgunoglu et al., 1993; Geva et al., 1993, 1997; Gottardo et al., 2001), variance in reading in the first (Chinese) and second (English) languages were approximately equally explained concurrently by phonological processing in the nat”
• Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language. (2005, background): “On the basis of previous research on phonological transfer (e.g., Comeau et al., 1999; Gottardo et al., 2001), it was predicted that these phonological processing skills would be moderately associated with reading abilities across orthographies.”
• Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling (2020, background): “Moreover, both Hong Kong and Mainland emphasize English education early on (H. Cheung & Ng, 2003), which may also decrease the influence of phonological processing differences on decoding (Comeau et al., 1999; Gottardo et al., 2001).”
• Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems (2005, background): “As noted previously, there was no correlation between reading in English and Chinese for the children tested in the study by Gottardo et al. (2001).”