Cross-linguistic transfer in literacy development and implications for language learners

By A. Durgunoğlu. 2002

384 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c14acc689f8abdc907f18d3b5bc8885eef503f6c

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Long-Term Crosslinguistic Transfer of Skills From L1 to L2 (2009, background): “reading and word decoding skills in another language (Durgunoglu, 2002).”
Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “(2002) and Durgunoğlu et al. (1993) did not find a significant relationship between scores on a comprehensive test of Spanish oral language proficiency and word reading in English, and Proctor et al. (2006) did not observe a significant relationship between Spanish listening comprehension and Englis”
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, background): “In the first situation, where commonalities exist between languages, transfer of first-language knowledge may be seen as a springboard to developing proficiency in second-language skills (Durgunoğlu, 2002), and thus transfer would be positive.”
Are First- and Second-Language Factors Related in Predicting Second-Language Reading Comprehension? A Study of Spanish-Speaking Children Acquiring English as a Second Language from First to Second Grade. (2009, background): “Another explanation of cross-language relations is that skills might reflect the language-independent, metalinguistic nature of the skills (Durgunoglu, 2002; Wade-Woolley, 1999).”
Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, result): “For example, recent studies have shown that L1 phonological awareness is a strong predictor of and highly correlated with L2 word decoding (Cisero & Royer, 1995; Comeau, Cormier, Grandmaison, & Lacroix, 1999; Durgunoglu, 2002; Lindsey, Manis, & Bailey, 2003).”
Early Primary Literacy Instruction in Kenya (2011, background): “Related work shows that cognitive skills that are available to support literacy in one language seem to be available in other languages as well (Durgunoglu 2002), so the student who has attained a literacy concept in one language can be guided to learn how that concept works in the additional…”
Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer (2006, background): “Durgunoglu (2002) also proposed a way to use cross-language transfer as a screening tool for L2 children’s reading disabilities.”
A longitudinal study of phonological processing skills and reading in bilingual children (2005, background): “These findings support a strong link between L1 and L2 phonological processing and reading (Comeau et al., 1999; Durgunoglu, 2002; Durgunoglu et al., 1993; Geva & Wang, 2001), which suggests that this skill may be universal across languages and may only need to be acquired once (Durgunoglu, 2002; Ge”
Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children (2008, background): “In line with earlier evidence (for reviews, see Durgunoglu, 2002; Genesee & Geva, 2006; Geva & Wang, 2001), the current study showed that beyond oral language proficiency, phonological awareness in a given language predicts word level reading skills in the other language.”
Vocabulary skills of Spanish—English bilinguals: impact of mother—child language interactions and home language and literacy support (2010, background): “…& Siegel, 2000), language operations such as word recognition strategies, intra-textual perceptions, meta-cognitive strategies, prior knowledge and schema formation are transferable across languages (Bialystok, Luk, & Kwan, 2005; Durgunoglu, 2002; McBride-Chang, Cheung, Chow, Choi, & Choi, 2006).”
Development of Reading in Grades K–2 in Spanish–Speaking English–Language Learners (2004, background): “Durgunoglu (2002) suggests certain reading concepts and strategies may operate across languages, but there may be other concepts and strategies that are speciﬁc to languages.”