ArticleInternational journal of bilingual education and bilingualism2019
Simultaneous acquisition of English and Chinese impacts children's reliance on vocabulary, morphological and phonological awareness for reading in English.
Article in International journal of bilingual education and bilingualism, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: a longitudinal perspective.Bilingualism (Cambridge, England) · 2025Article
- Neural substrates of L2-L1 transfer effects on phonological awareness in young Chinese-English bilingual children.NeuroImage · 2024Article
- Morphological awareness and its role in early word reading in English monolinguals, Spanish-English, and Chinese-English simultaneous bilinguals.Bilingualism (Cambridge, England) · 2023Article
- Shining a light on cultural neuroscience: Recommendations on the use of fNIRS to study how sociocultural contexts shape the brain.Cultural diversity & ethnic minority psychology · 2023Review
- Exploring the Genetic and Environmental Etiologies of Phonological Awareness, Morphological Awareness, and Vocabulary Among Chinese-English Bilingual Children: The Moderating Role of Second Language Instruction.Behavior genetics · 2022Article
- What's in a word? Cross-linguistic influences on Spanish-English and Chinese-English bilingual children's word reading development.Child development · 2022Article
- Towards development of guidelines for virtual administration of paediatric standardized language and literacy assessments: Considerations for clinicians and researchers.SAGE open medicine · 2021Article
- Morphological processing in Chinese engages left temporal regions.Brain and language · 2019Article
- Tracking Qualitative Changes in Cognition and Brain Development Through Bilingualism.Journal of neurolinguistics · 2019Article
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5 authors.
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Abstract
The developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different languages. In the present study, we compared Chinese-English bilinguals and English monolinguals (ages 6-12, N=134) born and raised in the US on their English language and reading skills including vocabulary, phonological and morphological awareness, and word reading. We conducted whole group and subgroup analyses on younger participants to examine the extent of the effect. In monolinguals, phonological abilities directly predicted English word reading. In contrast, in bilinguals, both phonological and morphological abilities made an indirect contribution to English literacy via vocabulary knowledge, even though bilinguals had monolingual-like language and reading abilities in English. These findings offer new insights into the flexibility of the phonological and lexical pathways for learning to read.
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