Text processing in English-Persian bilingual children: A bilingual view on the Simple Model of Reading.
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| Title: | Text processing in English-Persian bilingual children: A bilingual view on the Simple Model of Reading. |
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| Authors: | Sadeghi, Amir, Everatt, John, McNeill, Brigid, Rezaei, Amir |
| Source: | Educational & Child Psychology. Jun2014, Vol. 31 Issue 2, p45-56. 12p. 2 Charts. |
| Subjects: | Bilingualism in children, Bilingual students, English language education in elementary schools, Persian language, Study & teaching of reading comprehension, Word recognition ability testing, Listening comprehension tests, Second language acquisition, School children, Elementary education |
| Abstract: | The aim of the work reported in this paper was to investigate whether a simple view of reading framework could be used as a basis of determining predictors of literacy levels amongst children learning to read and write in Persian as well as English. The data presented in this paper focussed on the relative contribution of language-based skills in predicting reading comprehension performance of English-Persian speaking children. Concentration on the influence of language skills is critical given the potential for greater difficulty to be experienced by second language learners in linguistic rather than decoding components underlying reading comprehension. A sample of English-Persian bilingual school-children attending mainstream English-language schools in New Zealand and Australia were given measures of text reading comprehension in the two languages (English and Persian). The children were also given measures of listening comprehension and vocabulary, as well as measures of decoding in both languages. The results indicated cross-language effects (specifically in listening comprehension) in addition to language specific effects (i.e. in vocabulary) over-and-above the influence of word decoding. These findings are considered in light of their implications for supporting reading comprehension development in English-Persian language learners, as well as theories of literacy acquisition across orthographies. Conclusions should inform procedures for the identification (for example, by educational psychologists and/or special teachers) of children with literacy learning difficulties across such different language contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society 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: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 96116974 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Text processing in English-Persian bilingual children: A bilingual view on the Simple Model of Reading. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sadeghi%2C+Amir%22">Sadeghi, Amir</searchLink><br /><searchLink fieldCode="AR" term="%22Everatt%2C+John%22">Everatt, John</searchLink><br /><searchLink fieldCode="AR" term="%22McNeill%2C+Brigid%22">McNeill, Brigid</searchLink><br /><searchLink fieldCode="AR" term="%22Rezaei%2C+Amir%22">Rezaei, Amir</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Jun2014, Vol. 31 Issue 2, p45-56. 12p. 2 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Bilingualism+in+children%22">Bilingualism in children</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br /><searchLink fieldCode="DE" term="%22English+language+education+in+elementary+schools%22">English language education in elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Persian+language%22">Persian language</searchLink><br /><searchLink fieldCode="DE" term="%22Study+%26+teaching+of+reading+comprehension%22">Study & teaching of reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition+ability+testing%22">Word recognition ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+comprehension+tests%22">Listening comprehension tests</searchLink><br /><searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The aim of the work reported in this paper was to investigate whether a simple view of reading framework could be used as a basis of determining predictors of literacy levels amongst children learning to read and write in Persian as well as English. The data presented in this paper focussed on the relative contribution of language-based skills in predicting reading comprehension performance of English-Persian speaking children. Concentration on the influence of language skills is critical given the potential for greater difficulty to be experienced by second language learners in linguistic rather than decoding components underlying reading comprehension. A sample of English-Persian bilingual school-children attending mainstream English-language schools in New Zealand and Australia were given measures of text reading comprehension in the two languages (English and Persian). The children were also given measures of listening comprehension and vocabulary, as well as measures of decoding in both languages. The results indicated cross-language effects (specifically in listening comprehension) in addition to language specific effects (i.e. in vocabulary) over-and-above the influence of word decoding. These findings are considered in light of their implications for supporting reading comprehension development in English-Persian language learners, as well as theories of literacy acquisition across orthographies. Conclusions should inform procedures for the identification (for example, by educational psychologists and/or special teachers) of children with literacy learning difficulties across such different language contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society 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: 10.53841/bpsecp.2014.31.2.45 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 45 Subjects: – SubjectFull: Bilingualism in children Type: general – SubjectFull: Bilingual students Type: general – SubjectFull: English language education in elementary schools Type: general – SubjectFull: Persian language Type: general – SubjectFull: Study & teaching of reading comprehension Type: general – SubjectFull: Word recognition ability testing Type: general – SubjectFull: Listening comprehension tests Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: School children Type: general – SubjectFull: Elementary education Type: general Titles: – TitleFull: Text processing in English-Persian bilingual children: A bilingual view on the Simple Model of Reading. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sadeghi, Amir – PersonEntity: Name: NameFull: Everatt, John – PersonEntity: Name: NameFull: McNeill, Brigid – PersonEntity: Name: NameFull: Rezaei, Amir IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 31 – Type: issue Value: 2 Titles: – TitleFull: Educational & Child Psychology Type: main |
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