ArticleChild development2022
What's in a word? Cross-linguistic influences on Spanish-English and Chinese-English bilingual children's word reading development.
Article in Child development, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers.
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Who cites it
20 citing papers in PubMed.
- Meanings within words: How Chinese bilingualism shapes the neural basis of English morphological processing in preschoolers.Developmental cognitive neuroscience · 2026Article
- Investigating individual differences in adult bilinguals' spelling of cognates: An analysis of cross-linguistic effects.Bilingualism (Cambridge, England) · 2026Article
- Neural Mechanisms Underlying Reading Impairment in Children Learning a Second Language: A Review.Behavioral sciences (Basel, Switzerland) · 2025Review
- Improvement of English-Chinese bilingual learning by integrating semantic analysis and neural machine translation.Scientific reports · 2025Article
- Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: a longitudinal perspective.Bilingualism (Cambridge, England) · 2025Article
- What's in the Sound? Common and Language-Specific Patterns in Brain Activation and Functional Connectivity for Phonological Awareness in Spanish-English Bilinguals.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2024Article
- Neural substrates of L2-L1 transfer effects on phonological awareness in young Chinese-English bilingual children.NeuroImage · 2024Article
- Neural specificity for semantic and syntactic processing in Spanish-English bilingual children.Brain and language · 2024Article
- Phonological and morphological literacy skills in English and Chinese: A cross-linguistic neuroimaging comparison of Chinese-English bilingual and monolingual English children.Human brain mapping · 2023Article
- How essentialist reasoning about language acquisition relates to educational myths and policy endorsements.Cognitive research: principles and implications · 2023Article
- Morphological awareness and its role in early word reading in English monolinguals, Spanish-English, and Chinese-English simultaneous bilinguals.Bilingualism (Cambridge, England) · 2023Article
- The neurocognitive basis of Chinese idiomatic constructions and processing differences between native speakers and L2 learners of Mandarin.Frontiers in psychology · 2023Article
- Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children.Neurobiology of language (Cambridge, Mass.) · 2023Article
- Development of the reading literacy questionnaire for EFL learners at primary schools.Frontiers in psychology · 2023Article
- Brain bases of English morphological processing: A comparison between Chinese-English, Spanish-English bilingual, and English monolingual children.Developmental science · 2023Article
- Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States.Reading and writing · 2023Article
- Contributions of bilingual home environment and language proficiency on children's Spanish-English reading outcomes.Child development · 2022Article
- Morphological and phonological processing in English monolingual, Chinese-English bilingual, and Spanish-English bilingual children: An fNIRS neuroimaging dataset.Data in brief · 2022Article
- Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals.International journal of bilingual education and bilingualism · 2022Article
- Neuro-Cognitive Differences in Semantic Processing Between Native Speakers and Proficient Learners of Mandarin Chinese.Frontiers in psychology · 2021Article
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9 authors.
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Abstract
This study investigates the cross-linguistic transfer of literacy skills in Spanish-English, Chinese-English bilingual, and English monolingual children (N = 283, 5-10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolinguals, Spanish-English bilinguals relied more on phonological awareness in word reading, whereas Chinese-English bilinguals relied more on lexical knowledge. Research question 2 examines relations between bilinguals' heritage language proficiency and English literacy. Results revealed direct and indirect effects of heritage language meta-linguistic skills on English word reading. The study yields implications for reading theories and instructional practices in optimizing literacy in linguistically diverse children.
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