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The Intertwined Development of Atayal Oral Language, Emergent Reading and Identity Among Indigenous Young Children in a Bilingual Book Project.

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Title: The Intertwined Development of Atayal Oral Language, Emergent Reading and Identity Among Indigenous Young Children in a Bilingual Book Project.
Authors: Hsin, Ching‐Ting1 (AUTHOR) cthsin@mx.nthu.edu.tw, Compton‐Lilly, Catherine2 (AUTHOR), Luu, Di Tam1 (AUTHOR)
Source: Reading Research Quarterly (John Wiley & Sons, Inc.). Apr2026 Supplement 1, Vol. 61, p1-18. 18p.
Subject Terms: *Cultural identity, *Emergent literacy, *Textbooks, *Bilingual education, *Language acquisition, Indigenous children, Indigenous languages of the Americas
Abstract: This mixed‐methods study explored the intertwined development of Atayal oral language, emergent reading‐like behaviors, and cultural identity for 28 Indigenous preschoolers (average age 4.11 years) during a year‐long book project. Eight early childhood and Atayal language teachers from two classrooms implemented bilingual books at two levels of difficulty. Each level was used for a semester. Pre‐project, mid‐project and post‐project assessments related to oral language, emergent reading, and cultural identity were conducted; child interviews and observational field notes were collected. Quantitative (i.e., ANOVA with repeated measures, paired sample t‐test, Pearson correlation) and qualitative analyses (i.e., coding of interview transcripts and field notes, identification/counting of reading‐like behaviors) revealed significant improvement for Atayal oral language, emergent reading‐like behaviors, and cultural identity after the first semester. However, further improvement on oral language and reading‐like behaviors was not indicated, perhaps due to dissimilar sentence structures between level one and level two books. While this project enhanced children's attention to print and print concepts, most children continued to rely on picture cues and memory rather than phonetic cues. This study sheds light on developing and implementing materials to sustain Indigenous languages. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. 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.)
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  Data: The Intertwined Development of Atayal Oral Language, Emergent Reading and Identity Among Indigenous Young Children in a Bilingual Book Project.
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  Data: *<searchLink fieldCode="DE" term="%22Cultural+identity%22">Cultural identity</searchLink><br />*<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+children%22">Indigenous children</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+languages+of+the+Americas%22">Indigenous languages of the Americas</searchLink>
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  Data: This mixed‐methods study explored the intertwined development of Atayal oral language, emergent reading‐like behaviors, and cultural identity for 28 Indigenous preschoolers (average age 4.11 years) during a year‐long book project. Eight early childhood and Atayal language teachers from two classrooms implemented bilingual books at two levels of difficulty. Each level was used for a semester. Pre‐project, mid‐project and post‐project assessments related to oral language, emergent reading, and cultural identity were conducted; child interviews and observational field notes were collected. Quantitative (i.e., ANOVA with repeated measures, paired sample t‐test, Pearson correlation) and qualitative analyses (i.e., coding of interview transcripts and field notes, identification/counting of reading‐like behaviors) revealed significant improvement for Atayal oral language, emergent reading‐like behaviors, and cultural identity after the first semester. However, further improvement on oral language and reading‐like behaviors was not indicated, perhaps due to dissimilar sentence structures between level one and level two books. While this project enhanced children's attention to print and print concepts, most children continued to rely on picture cues and memory rather than phonetic cues. This study sheds light on developing and implementing materials to sustain Indigenous languages. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. 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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        Value: 10.1002/rrq.70097
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      – SubjectFull: Emergent literacy
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      – SubjectFull: Textbooks
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      – SubjectFull: Bilingual education
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      – SubjectFull: Language acquisition
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      – SubjectFull: Indigenous children
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            NameFull: Hsin, Ching‐Ting
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            NameFull: Compton‐Lilly, Catherine
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              Text: Apr2026 Supplement 1
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              Y: 2026
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