Wagley Neelima, Marks Rebecca A, Bedore Lisa M, Kovelman Ioulia
Department of Psychology & Human Development, Vanderbilt University, Nashville, Tennessee, USA.
Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA.
Child Dev. 2022 Jul;93(4):881-899. doi: 10.1111/cdev.13748. Epub 2022 Mar 15.
This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish-English bilingual children ages 7-12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to children's Spanish language and reading skills and does not limit English skills; and Spanish reading comprehension is positively associated with English reading comprehension. The model explains a significant percentage of the variance in English (R = .89) and Spanish (R = .87) reading comprehension outcomes. Findings shed light on the interdependence of Spanish and English as they relate to bilingual reading acquisition.
本研究考察了语言环境对132名7至12岁的西班牙裔-英语双语儿童（52%为女性；98%为西班牙裔）的语言和阅读技能的影响，以及跨语言对阅读成果的贡献。我们呈现了三个主要发现：儿童的语言知识可分为一般技能（如语音意识）和特定语言技能（如意义、语法）；经常使用西班牙语与儿童的西班牙语语言和阅读技能呈正相关，且不会限制英语技能；西班牙语阅读理解与英语阅读理解呈正相关。该模型解释了英语（R = 0.89）和西班牙语（R = 0.87）阅读理解成果中很大一部分的方差。研究结果揭示了西班牙语和英语在双语阅读习得方面的相互依存关系。
