First Language Influences on Second Language Word Reading

All Roads Lead to Rome

Datos Bibliográficos

ID4960039
AutoresLesley Wade‐woolley, Lesly Wade-Woolley (0000-0001-9022-6676, Queen's University, autor de correspondencia)
Año1999
Volumen49
Número3
Páginas447-471
Fecha de publicación1999-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaLanguage Learning (JOURNAL)
Identificadores de la revistaISSN: 0023-8333 • E-ISSN: 1467-9922
EditorialWiley (PUBLISHER • GB)
DOI10.1111/0023-8333.00096
OpenAlexW2050129714
IdiomaEN
Citas recibidas17

This article reports an experiment investigating similarities and differences in basic processing involved in the word reading of second language (L2) readers of English. The investigation specifically targeted phonological and orthographic processes in the context of language transfer from native language (L1) to L2 during reading tasks. Groups of young adults who were native speakers of either Russian or Japanese and low-intermediate ESL learners were matched on a measure of English word reading and then compared on a number of cognitive and linguistic reading-related tasks. Despite differences in processing strengths, neither group demonstrated an advantage in nonword reading. The results have implications for theories of reading disability built around the notion of deficits in phonological processing

Cognition · Context (archaeology) · First language · Linguistics · Phonology · Reading (process) · Word recognition · Cognitive and developmental aspects of mathematical skills · Psychology · Reading and Literacy Development