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Crosslinguistic Transfer of Suprasegmental and Segmental Phonology in L2 Reading Comprehension: Testing Mediation through Bilingual Decoding

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Title: Crosslinguistic Transfer of Suprasegmental and Segmental Phonology in L2 Reading Comprehension: Testing Mediation through Bilingual Decoding
Language: English
Authors: Jiexin Lin (ORCID 0000-0003-0999-2985), Haomin Stanley Zhang (ORCID 0000-0002-9439-1625), Xiaoyu Lin (ORCID 0000-0002-5897-5498)
Source: Educational Psychology. 2025 45(5):602-622.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: English (Second Language), Second Language Learning, Reading Comprehension, Decoding (Reading), Mandarin Chinese, Phonological Awareness, Suprasegmentals, Tone Languages, Acoustics, Grade 4
Assessment and Survey Identifiers: Raven Progressive Matrices
DOI: 10.1080/01443410.2025.2492146
ISSN: 0144-3410
1469-5820
Abstract: This study examined the unified model of phonological transfer in English reading comprehension and the mediating effects of bilingual decoding skills. Grade 4 Chinese Mandarin learners of English (N = 256) completed a series of tests including tone and stress sensitivity, Chinese and English segmental phonological awareness, Chinese and English word decoding, and English reading comprehension. Results indicated that (1) the cross-language contribution of L1 (Chinese) phonological awareness to L2 (English) reading comprehension occurred at both segmental and suprasegmental levels; (2) the final model, which incorporated bilingual decoding skills as mediators between phonology and English reading comprehension, significantly predicted English reading comprehension; (3) suprasegmental phonological awareness, segmental phonological awareness, and decoding skills could be transferred to facilitate L2 reading comprehension. Together, these findings confirm the robustness of the unified model in L2 reading comprehension and underscore the importance of segmental phonological awareness and decoding to explain prosodic transfer in English reading comprehension.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485776
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Jiexin+Lin%22">Jiexin Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0999-2985">0000-0003-0999-2985</externalLink>)<br /><searchLink fieldCode="AR" term="%22Haomin+Stanley+Zhang%22">Haomin Stanley Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9439-1625">0000-0002-9439-1625</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaoyu+Lin%22">Xiaoyu Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5897-5498">0000-0002-5897-5498</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: This study examined the unified model of phonological transfer in English reading comprehension and the mediating effects of bilingual decoding skills. Grade 4 Chinese Mandarin learners of English (N = 256) completed a series of tests including tone and stress sensitivity, Chinese and English segmental phonological awareness, Chinese and English word decoding, and English reading comprehension. Results indicated that (1) the cross-language contribution of L1 (Chinese) phonological awareness to L2 (English) reading comprehension occurred at both segmental and suprasegmental levels; (2) the final model, which incorporated bilingual decoding skills as mediators between phonology and English reading comprehension, significantly predicted English reading comprehension; (3) suprasegmental phonological awareness, segmental phonological awareness, and decoding skills could be transferred to facilitate L2 reading comprehension. Together, these findings confirm the robustness of the unified model in L2 reading comprehension and underscore the importance of segmental phonological awareness and decoding to explain prosodic transfer in English reading comprehension.
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        Value: 10.1080/01443410.2025.2492146
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      – SubjectFull: Reading Comprehension
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