Predictors of Chinese reading in Chinese monolingual and Chinese–English bilingual children in Mainland China

Author:

Zang XuanORCID,Wong Yu KaORCID,Lau Kit-lingORCID

Abstract

AbstractThere is a growing number of children learning to read in bilingual environments, yet research on the uniqueness of reading acquisition in these bilingual children, particularly L1 majority bilinguals, is limited. With a sample size of 690 4th-grade students, this study investigated predictors influencing L1 Chinese reading in Chinese–English bilingual children (n = 345) attending Chinese–English bilingual schools in mainland China and made comparisons with their monolingual counterparts (n = 345). The results of a multi-group path analysis revealed both similarities and differences between the two groups. In terms of Chinese reading comprehension, word reading and linguistic comprehension were significant predictors for both groups, but their relative importance differed. While there was no difference in the predictive power between the two predictors in the monolingual group, word reading held a greater contribution in the bilingual group. Regarding Chinese word reading, both morphological and orthographic awareness emerged as significant predictors in the monolingual group, whereas in the bilingual group, only morphological awareness was significant, and the contribution of phonological awareness was insignificant in either group. These findings underscore the distinct relationship between reading and its predictive constituents in bilingual students when compared to their monolingual counterparts.

Publisher

Springer Science and Business Media LLC

Reference79 articles.

1. Abu-Rabia, S. (2001). Testing the interdependence hypothesis among native adult bilingual Russian-English students. Journal of Psycholinguistic Research, 30(4), 437–455.

2. Apel, K., Wilson-Fowler, E. B., Brimo, D., & Perrin, N. A. (2012). Metalinguistic contributions to reading and spelling in second and third grade students. Reading and Writing, 25(6), 1283–1305.

3. August, D., & Shanahan, T. (2008). Developing reading and writing in second-language learners: Lessons from the report of the national literacy panel on language-minority children and youth. Routledge.

4. Babayigit, S. (2014). The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): A multigroup structural analysis. Reading and Writing, 28(4), 527–544.

5. Bialystok, E. (1993). Metalinguistic awareness: The development of children’s representations of language. In C. Pratt & A. F. Garton (Eds.), Systems of representation in children: Development and use (pp. 211–233). John Wiley & Sons.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3