Deacon S Hélène, Wade-Woolley Lesly, Kirby John
Department of Psychology, Dalhousie University, Halifax, NS, Canada.
Dev Psychol. 2007 May;43(3):732-46. doi: 10.1037/0012-1649.43.3.732.
Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological awareness) and reading of English and French in a group of 58 French immersion children across Grades 1-3. Early measures of English morphological awareness were significantly related to both English and French reading, after controlling for several variables. In contrast, early measures of French morphological awareness were significantly related to French reading only. Later measures of morphological awareness in French were significantly related to English and French reading. These relationships persisted even after controlling for several variables. Results of this study suggest that morphological awareness can be applied to reading across orthographies and that this relationship changes as children build their language and literacy skills. These findings are discussed in light of current theories of second-language reading acquisition.
实现双语能力是一项非凡的成就，了解促成其成功实现的各种因素很重要。作者研究了一个已知会影响单语儿童阅读但在第二语言文献中很少受到关注的因素：形态意识。研究人员追踪了一组58名1至3年级法语沉浸式学习儿童在过去式类比任务（形态意识的衡量指标）上的表现与英语和法语阅读之间的关系。在控制了几个变量后，早期英语形态意识指标与英语和法语阅读都显著相关。相比之下，早期法语形态意识指标仅与法语阅读显著相关。后期法语形态意识指标与英语和法语阅读都显著相关。即使在控制了几个变量之后，这些关系仍然存在。这项研究的结果表明，形态意识可以应用于不同正字法的阅读，并且随着儿童语言和读写能力的发展，这种关系会发生变化。本文根据当前第二语言阅读习得理论对这些发现进行了讨论。
