van der Velde Kremin Lena, Arredondo Maria Mercedes, Hsu Lucy Shih Ju, Satterfield Teresa, Kovelman Ioulia
University of Michigan, Department of Psychology, 530 Church St. Ann Arbor, MI 48109,
University of Michigan, Department of Psychology, 530 Church St., 2036 East Hall, Ann Arbor, MI 48109,
Int J Biling Educ Biling. 2019;22(2):192-206. doi: 10.1080/13670050.2016.1239692. Epub 2016 Oct 7.
Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and English monolingual children (ages 6-13, N=70) from the U.S. revealed that bilinguals had stronger associations between phonological and orthographic representations than monolinguals during English reading. While vocabulary was the strongest predictor of English word reading for both groups, phonology and morpho-syntax were the best predictors of Spanish reading for bilinguals. This comparison reveals distinct developmental processes across learners and languages, and suggests that early and systematic biliteracy exposure at home and through afterschool programs can influence children's sound-to-print associations even in the context of language-specific (monolingual) reading instruction. These findings have important implications for bilingual education as well as theories that aim to explain how learning to read across languages has a positive impact on the acquisition of literacy.
单语读写能力模型认为，阅读能力的获得建立在儿童的语义、语音和正字法知识之上。这些组成部分之间的关系因语言而异，但这些差异如何影响双语儿童的读写能力，人们通常并不清楚。对来自美国的西班牙语-英语双语儿童和英语单语儿童（6至13岁，N = 70）进行的比较显示，在英语阅读过程中，双语儿童的语音和正字法表征之间的联系比单语儿童更强。虽然词汇是两组儿童英语单词阅读的最强预测因素，但对于双语儿童来说，语音和形态句法是西班牙语阅读的最佳预测因素。这种比较揭示了不同学习者和语言之间不同的发展过程，并表明即使在特定语言（单语）阅读教学的背景下，在家中以及通过课后项目进行早期和系统的双语读写能力接触，可以影响儿童的语音与文字关联。这些发现对双语教育以及旨在解释跨语言阅读学习如何对读写能力获得产生积极影响的理论具有重要意义。
