Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children?
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| Title: | Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children? |
|---|---|
| Authors: | Chung, Sheila Cira1 (AUTHOR), Koh, PohWee2 (AUTHOR), Chen, Xi1 (AUTHOR), Deacon, S. Hélène3 (AUTHOR) sdeacon@dal.ca |
| Source: | Reading & Writing. Mar2023, Vol. 36 Issue 3, p517-539. 23p. |
| Subject Terms: | *Phonological awareness, *Nonverbal ability, *Language transfer (Language learning), *Orthography & spelling, *Vocabulary, Children with dyslexia, French language, English language |
| Abstract: | Orthographic knowledge is predicted to be central in the process of children's reading development. We examined both the temporal order between orthographic knowledge and each of word reading and word spelling—effectively, which predicts which by including autoregressive controls— and cross-linguistic transfer between English and French for our emerging bilingual participants. Seven-three children (36 males) were followed from Grades 1 to 3 in a French immersion program in which instruction was entirely in French. We conducted cross-lagged panel models of orthographic knowledge, word reading, and spelling that included controls of phonological awareness, non-verbal ability. In terms of temporal order, word reading (at grade 1) and word spelling (at grade 2) predicted gains in each of English and French orthographic knowledge. In contrast, early orthographic knowledge did not predict gains in word reading or word spelling in either language. In terms of transfer, from their earliest point of measurement, English word reading and spelling consistently predicted later French orthographic knowledge; French word reading and spelling contributed to English orthographic knowledge only from Grade 2. These findings illustrate a dynamic picture of the relations between orthographic knowledge and word reading and spelling both within and across languages, informing current models of each reading with both monolinguals and bilinguals. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162032386 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chung%2C+Sheila+Cira%22">Chung, Sheila Cira</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Koh%2C+PohWee%22">Koh, PohWee</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Xi%22">Chen, Xi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Deacon%2C+S%2E+Hélène%22">Deacon, S. Hélène</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> sdeacon@dal.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Mar2023, Vol. 36 Issue 3, p517-539. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Nonverbal+ability%22">Nonverbal ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+transfer+%28Language+learning%29%22">Language transfer (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+dyslexia%22">Children with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22French+language%22">French language</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Orthographic knowledge is predicted to be central in the process of children's reading development. We examined both the temporal order between orthographic knowledge and each of word reading and word spelling—effectively, which predicts which by including autoregressive controls— and cross-linguistic transfer between English and French for our emerging bilingual participants. Seven-three children (36 males) were followed from Grades 1 to 3 in a French immersion program in which instruction was entirely in French. We conducted cross-lagged panel models of orthographic knowledge, word reading, and spelling that included controls of phonological awareness, non-verbal ability. In terms of temporal order, word reading (at grade 1) and word spelling (at grade 2) predicted gains in each of English and French orthographic knowledge. In contrast, early orthographic knowledge did not predict gains in word reading or word spelling in either language. In terms of transfer, from their earliest point of measurement, English word reading and spelling consistently predicted later French orthographic knowledge; French word reading and spelling contributed to English orthographic knowledge only from Grade 2. These findings illustrate a dynamic picture of the relations between orthographic knowledge and word reading and spelling both within and across languages, informing current models of each reading with both monolinguals and bilinguals. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-022-10302-5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 517 Subjects: – SubjectFull: Phonological awareness Type: general – SubjectFull: Nonverbal ability Type: general – SubjectFull: Language transfer (Language learning) Type: general – SubjectFull: Orthography & spelling Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Children with dyslexia Type: general – SubjectFull: French language Type: general – SubjectFull: English language Type: general Titles: – TitleFull: Orthographic knowledge: a predictor or an outcome of word reading and spelling in bilingual children? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chung, Sheila Cira – PersonEntity: Name: NameFull: Koh, PohWee – PersonEntity: Name: NameFull: Chen, Xi – PersonEntity: Name: NameFull: Deacon, S. Hélène IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 36 – Type: issue Value: 3 Titles: – TitleFull: Reading & Writing Type: main |
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