Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts

Alexandra Gottardo · Penny Chiappe · Bernice Yan · Linda S. Siegel

103 citations0/0 files storedEducational Psychology

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Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

The relationships between phoneme categorisation, phonological processing, and reading performance were examined in Chinese‐English speaking children in an English‐speaking environment. Second language (L2, i.e., English) phonological processing but not phoneme categorisation was related to L2 reading. First language (L1) oral language skills were related to Chinese reading with L1 phonological processing being related to the Chinese reading task with a strong phonological component (pseudocharacter reading). L1 phoneme categorisation skill was not strongly related to L1 reading. These findings suggest that phonological processing is related to reading tasks with heavy phonological demands, such as reading in an alphabetic orthography or pseudocharacter reading in a nonalphabetic orthography. Exposure to L1 reading might influence processes used by Chinese‐speaking children in an English‐speaking environment.

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2014Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children 2012Eye movements of second language learners when reading spaced and unspaced Chinese text.2010Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction.2012Meta-analysis of bilingual phonological awareness: Language, age, and psycholinguistic grain size.

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