Abstract
In this explorative study, we discuss the links between language, reading and writing variables in the two languages of 26 fourth-grade Spanish-English bilingual children who have just been transitioned to all — English classrooms. Word recognition and spelling proficiencies were correlated both within- and across-languages, but they did not correlate with oral proficiency measures. The form ratings of the writing samples correlated with word recognition and spelling measures, but the content rating of writing samples did not correlate with oral proficiency measures. A qualitative analysis of the writing samples yielded cross-language transfer effects (in both directions) at the level of graphophonic, syntactic and vocabulary knowledge as well as in terms of story structure.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Durgunoğlu, A.Y., Mir, M., Ariño-Marti, S. (2002). The Relationships Between Bilingual Children’S Reading And Writing In Their Two Languages. In: Ransdell, S., Barbier, ML. (eds) New Directions for Research in L2 Writing. Studies in Writing, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0363-6_4
Download citation
DOI: https://doi.org/10.1007/978-94-010-0363-6_4
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-0539-8
Online ISBN: 978-94-010-0363-6
eBook Packages: Springer Book Archive