Reading and Writing最新文献

This paper examines the construct of bilingual phonemic awareness in Irish-English bilinguals. Though traditionally viewed as a skill or ability which transfers across languages, recent accounts have considered whether phonemic awareness has a language-specific component. This study used a cross-sectional design to examine this question. A total of 345 students in Irish immersion schools and in schools in Gaeltacht (Irish-speaking) areas took part in the study and were administered Phoneme Deletion and Phoneme Matching in both Irish and English. Results demonstrate (i) a low correlation between Phoneme Matching and Phoneme Deletion scores within each language (ii) a significant difference between Phoneme Matching scores in Irish and English, but no significant difference in Phoneme Deletion scores in each language (iii) that orthographic representations influence performance on Phoneme Matching tasks in both Irish and English, and (iv) that participants demonstrate a low level of accuracy on velarised-palatalised phonemic contrasts, which are specific to Irish. Overall, this paper concludes that bilingual phonemic awareness is a multidimensional – rather than a unitary – construct. It has both a metalinguistic and epilinguistic component, and is likely influenced by linguistic, sociolinguistic and educational factors. The practical implications for dual-language education are discussed.

This longitudinal study investigated development of second language (L2) reading comprehension ability and predictive contributions of five L2 reading components (word recognition speed, listening comprehension, vocabulary breadth, grammar knowledge and first language [L1] reading comprehension) using latent growth curve modelling. The participants were Japanese EFL (English as a foreign language) learners from Grade 9 to 11. L2-English reading comprehension ability was assessed with two tests (called narrative and expository tests). The growth pattern of reading comprehension was linear regardless of test type or language, and the initial individual difference continued for two years. For both L2 reading measures, all reading components made significant contributions except for word recognition speed. The remaining four components significantly predicted the initial L2 reading comprehension levels, and L2 variables made larger contributions than did L1 reading comprehension, endorsing the findings of previous L2 studies. As for the growth rate, no significant predictor emerged for the expository measure, but two predictors, grammar and listening comprehension, significantly predicted narrative growth, with the contribution of grammar being negative and that of listening comprehension being positive. The unexpected grammar result may be attributable to test features, and the predictive power of listening comprehension for growth in one type of reading suggests the important role of listening comprehension ability even in the EFL context where learners do not usually acquire firm oral language foundations before reading. This supports the applicability of the Simple View of Reading even to the EFL context.

Early literacy and writing development are inter-related, yet predictors of beginning writing are less well studied than beginning reading. This study investigated contributions of school-entry name-writing to writing skills after 1 and 2 years of school in New Zealand above and beyond school-entry oral language and early literacy skills. Participants were 102 children followed for 2 years from school-entry. Study variables correlated concurrently and predictively, although multivariate results varied by outcome measure. School-entry alphabet knowledge consistently contributed to spelling measures and teachers’ judgments of writing progress at follow-up. School-entry phonological awareness uniquely contributed to one measure, pseudowords spelled correctly, at follow-up, with 1-year correctly spelled pseuodowords mediating the relation between school-entry phonological awareness and teachers’ judgments of progress in writing (WritingOTJ) at 2-year follow-up. School-entry name writing predicted later handwriting and correct spelling of letter sounds at 1-year follow-up, with 1-year correctly spelled letter sounds mediating the relation between school-entry name-writing and 2-year WritingOTJ. Finally, predictive relations between school-entry oral language skills and WritingOTJ emerged at 2-year follow-up. Results document links between school-entry alphabet knowledge and beginning writing. Cognitive-linguistic skills differentially added to predictions of later skills, supporting posited contributions of phonological awareness to spelling and oral language to proficient writing of older students. School-entry name-writing, associated with handwriting and letter-sound writing at 1-year follow-up, may reflect beginning transcription skills in young children.