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Contributions of Phonology, Orthography, and Morphology in Chinese-English Biliteracy Acquisition: A One-Year Longitudinal Study

  • Min WangEmail author
  • Candise Y. Lin
  • Chen Yang
Chapter
Part of the Literacy Studies book series (LITS, volume 8)

Abstract

This short-term longitudinal study followed 50 Chinese-English bilingual children from Grade 1 to Grade 2 to investigate the contribution of phonology, orthography, and morphology to biliteracy acquisition across time and across languages. Cross-language cross-time transfer was evident that Chinese onset awareness in Grade 1 predicted English real word reading in Grade 2. Within language across time, Chinese rime awareness at Grade 1 was a significant predictor of Chinese character reading in Grade 2. English phonemic awareness in Grade 1 accounted for unique variance in English real and pseudoword reading in Grade 2. These results highlight the importance of phonological awareness in long term reading development in bilingual children.

Keywords

Biliteracy development Phonology Orthography Morphology Chinese reading English reading Cross-time cross-language transfer 

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Human Development and Quantitative MethodologyUniversity of MarylandCollege ParkUSA

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