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Moving beyond Cross-Language Transfer in a Single Modality: The Transfer Integration Hypothesis

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Title: Moving beyond Cross-Language Transfer in a Single Modality: The Transfer Integration Hypothesis
Language: English
Authors: Ye Shen (ORCID 0000-0002-6833-765X)
Source: Review of Educational Research. 2026 96(3):675-723.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 49
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Native Language, Second Languages, Reading Writing Relationship, Transfer of Training, Multilingualism, Influences, Linguistic Input, Learning Motivation, Language Proficiency, Grade Level Differences, Measures (Individuals)
DOI: 10.3102/00346543251318999
ISSN: 0034-6543
1935-1046
Abstract: Over the past decades, theories of cross-language transfer have widely focused on the proficiency required to transfer a single linguistic modality in one language to that same linguistic modality in another language (e.g., first-language reading to second/foreign-language reading). To move beyond cross-language transfer in a single modality, a new theory, the transfer integration hypothesis proposes that reading and writing are related across learners' first and second languages. To test the transfer integration hypothesis, this systematic qualitative review synthesizes the findings of peer-reviewed studies on the reading-writing connections across languages. Evidence of cross-language reading-writing connections to support the transfer integration hypothesis was found with much variability resulting from literacy and linguistic factors. These factors include multilinguals' language experience and grade level, reading and writing measures, language exposure, motivation, language proficiency, and language structure similarities and distance.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505155
Database: ERIC
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  Data: Moving beyond Cross-Language Transfer in a Single Modality: The Transfer Integration Hypothesis
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  Data: <searchLink fieldCode="AR" term="%22Ye+Shen%22">Ye Shen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6833-765X">0000-0002-6833-765X</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Languages%22">Second Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Writing+Relationship%22">Reading Writing Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Level+Differences%22">Grade Level Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink>
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  Data: Over the past decades, theories of cross-language transfer have widely focused on the proficiency required to transfer a single linguistic modality in one language to that same linguistic modality in another language (e.g., first-language reading to second/foreign-language reading). To move beyond cross-language transfer in a single modality, a new theory, the transfer integration hypothesis proposes that reading and writing are related across learners' first and second languages. To test the transfer integration hypothesis, this systematic qualitative review synthesizes the findings of peer-reviewed studies on the reading-writing connections across languages. Evidence of cross-language reading-writing connections to support the transfer integration hypothesis was found with much variability resulting from literacy and linguistic factors. These factors include multilinguals' language experience and grade level, reading and writing measures, language exposure, motivation, language proficiency, and language structure similarities and distance.
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      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Second Languages
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      – SubjectFull: Reading Writing Relationship
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      – SubjectFull: Transfer of Training
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      – SubjectFull: Grade Level Differences
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      – SubjectFull: Measures (Individuals)
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