English phonological specificity predicts early French reading difficulty in emerging bilingual children
| Autor: | Esther Geva, Alexandra Gottardo, Xi Chen, Klaudia Krenca |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Male
Canada media_common.quotation_subject First language Multilingualism 050105 experimental psychology Psycholinguistics Education Speech and Hearing Phonetics Phonological awareness Reading (process) medicine Humans 0501 psychology and cognitive sciences Child French immersion Language media_common 05 social sciences Dyslexia 050301 education Phonology Awareness medicine.disease Vocabulary development Linguistics Reading Female Psychology 0503 education |
| Zdroj: | Annals of Dyslexia. 70:27-42 |
| ISSN: | 1934-7243 0736-9387 |
| Popis: | The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., "foal" and "sole") and French (e.g., bac "bin" and bague "ring") word pairs contrasted by minimal phonological differences. The results indicated that the dynamic test of lexical specificity in English contributed significantly to the prediction of children's French at-risk reading status at the end of Grade 1 after controlling for French phonological awareness and nonverbal reasoning skills. However, French lexical specificity did not predict children's reading risk classification in French after controlling for French phonological awareness. Thus, it may be feasible to identify at-risk status in emerging bilinguals using dynamic measures in their stronger language. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink