Journal ArticleDOI
Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children
Elinor Saiegh-Haddad,Esther Geva +1 more
TLDR
This paper reported an exploratory study that tested the relationship between phonological and morphological awareness in English-Arabic bilingual children in Canada (N = 43), and the relevance of these skills to word and pseudoword reading accuracy, and to complex word reading fluency.Abstract:
The paper reported an exploratory study that tested (a) the relationship between phonological and morphological awareness in English (L1)–Arabic (L2) bilingual children in Canada (N = 43), and (b) the relevance of these skills to word and pseudoword reading accuracy, and to complex word reading fluency. The results showed a significant correlation between phonological awareness in English and in Arabic. However, morphological awareness in the two languages was not correlated. Phonological awareness predicted reading cross-linguistically, but only Arabic morphological awareness predicted word reading in English. Moreover, while both phonological and morphological awareness in English predicted independent unique variance in English word reading, only phonological awareness in Arabic predicted Arabic word reading. Complex-word reading fluency was predicted by morphological awareness within both languages. Similarly, in both languages, phonological awareness was the single factor predicting pseudoword decoding accuracy. The results are discussed in terms of cross-linguistic differences between English and Arabic in orthographic depth and in morphological structure and transparency.read more
Citations
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Journal ArticleDOI
Cross-Language Transfer of Morphological Awareness in Chinese-English Bilinguals.
TL;DR: This article examined cross-language transfer of morphological awareness in Chinese-English bilingual children and found a bidirectional relationship between English compound awareness and Chinese vocabulary, which was a significant predictor of Chinese reading comprehension.
Journal ArticleDOI
Morphological Awareness in Spanish-Speaking English Language Learners: Within and Cross-Language Effects on Word Reading.
TL;DR: This paper found that morphological awareness is important for word reading in Spanish, a shallow orthography with a complex morphological system, and that children's L1 is associated with their L2.
Journal ArticleDOI
Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers.
TL;DR: For instance, this article found that morphological awareness made a significant direct contribution to reading comprehension, controlling for reading vocabulary and word reading fluency, but not via word fluency.
Journal ArticleDOI
The Linguistic Affiliation Constraint and phoneme recognition in diglossic Arabic.
TL;DR: The study showed that children's recognition of Standard phonemes was poorer than that of Spoken Arabic, indicating a deficiency in the phonological representations of Standard words.
Journal ArticleDOI
Cross-Linguistic Transfer of Morphological Awareness in Spanish-Speaking English Language Learners: The Facilitating Effect of Cognate Knowledge.
TL;DR: In this article, the cross-language effects of Spanish derivational awareness on English vocabulary and reading comprehension were studied in Spanish-speaking English Language Learners (N = 90) in grades four and seven.
References
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Book
The Sound Pattern of English
Noam Chomsky,Morris Halle +1 more
TL;DR: Since this classic work in phonology was published in 1968, there has been no other book that gives as broad a view of the subject, combining generally applicable theoretical contributions with analysis of the details of a single language.
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Preventing reading difficulties in young children
TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.
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Beginning to read : thinking and learning about print
TL;DR: Marilyn Adams proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction
TL;DR: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction Table of Table 1.1 as discussed by the authors, and Table 2.1...
Journal ArticleDOI
The nature of phonological processing and its causal role in the acquisition of reading skills
TL;DR: The causal role of phonological abilities in the acquisition of reading skills was explored in this article, where it was shown that phonological recoding in lexical access and phonetic receding in working memory are causally related to the ability to read.
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