Ioulia Kovelman
Biographic Data
| ID | 4597249 |
|---|---|
| NAME | Ioulia Kovelman |
| GIVEN NAMES | Ioulia |
| FAMILY NAME | Kovelman |
| SIGNATURE | KOVELMAN I |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0003-4287-6986 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Can the Simple View of Reading Inform the Study of Reading Comprehension in Young Spanish Heritage Language Learners
This study examines the development of reading comprehension (RC) in Spanish heritage language (HL) learners in the Midwest United States. While extensive research exists on RC in monolingual English‐speaking populations, applying reading science models such as the Simple View of Reading (SVR) in HL or bilingual contexts remains under‐researched. Additionally, orthographies labeled as phonologically transparent—where grapheme‐to‐phoneme correspon…
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: A Longitudinal Perspective
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners …
Neural specificity for semantic and syntactic processing in Spanish-English bilingual children
Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals
Words’ morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( N = 350, ages 5–9), we first revealed unique contributions of derivational ( friend-li-est ) and compound ( girl-friend ) morphology to early word reading. We then examin…
Person-specific connectivity mapping uncovers differences of bilingual language experience on brain bases of attention in children
Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes
This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to child…
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N = 283, 5–10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolingua…
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals’ two languages, we asked bilingual children (N = 90; M = 8.07 years old) to complete dual-language literacy assessmen…
The neurocognitive basis of morphological processing in typical and impaired readers
The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and English monolingual children (ages 6-13, N=70) from the U.S. revealed that bilinguals had stronger ass…
Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English
The developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual lear…
Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence
Is it best to learn reading in two languages simultaneously or sequentially? We observed 2 nd and 3 rd grade children in two-way dual-language learning contexts : (i) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (ii) 90:10 or Sequential dual-language (one language, followed gradually by the other). They were compared to matched monolingual English-only children in single-language English schools. Biling…
Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence
Is it best to learn reading in two languages simultaneously or sequentially? We observed 2 nd and 3 rd grade children in two-way dual-language learning contexts : (i) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (ii) 90:10 or Sequential dual-language (one language, followed gradually by the other). They were compared to matched monolingual English-only children in single-language English schools. Biling…
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: A Longitudinal Perspective
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners …
Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence
Is it best to learn reading in two languages simultaneously or sequentially? We observed 2 nd and 3 rd grade children in two-way dual-language learning contexts : (i) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (ii) 90:10 or Sequential dual-language (one language, followed gradually by the other). They were compared to matched monolingual English-only children in single-language English schools. Biling…
The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
Models of monolingual literacy propose that reading acquisition builds upon children's semantic, phonological, and orthographic knowledge. The relationships between these components vary cross-linguistically, yet it is generally unknown how these differences impact bilingual children's literacy. A comparison between Spanish-English bilingual and English monolingual children (ages 6-13, N=70) from the U.S. revealed that bilinguals had stronger ass…
Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English
The developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual lear…
Person-specific connectivity mapping uncovers differences of bilingual language experience on brain bases of attention in children
Contributions of bilingual home environment and language proficiency on children’s Spanish–English reading outcomes
This study examines the influence of language environment on language and reading skills and the cross-linguistic contributions to reading outcomes in 132 Spanish–English bilingual children ages 7–12 (52% female; 98% Hispanic). We present three major findings: children's language knowledge is separable into general (e.g., phonological awareness) and language-specific (e.g., meaning, grammar) skills; regular Spanish use positively relates to child…
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
This study investigates the cross-linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N = 283, 5–10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolingua…
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
This study aimed to clarify the relations between morphological awareness and literacy skills in Spanish and English in young simultaneous bilingual learners. Guided by theoretical perspectives on the associations between morphological awareness and word- versus sentence-level literacy skills, and their transfer between bilinguals’ two languages, we asked bilingual children (N = 90; M = 8.07 years old) to complete dual-language literacy assessmen…
The neurocognitive basis of morphological processing in typical and impaired readers
Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals
Words’ morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( N = 350, ages 5–9), we first revealed unique contributions of derivational ( friend-li-est ) and compound ( girl-friend ) morphology to early word reading. We then examin…
Neural specificity for semantic and syntactic processing in Spanish-English bilingual children
Can the Simple View of Reading Inform the Study of Reading Comprehension in Young Spanish Heritage Language Learners
This study examines the development of reading comprehension (RC) in Spanish heritage language (HL) learners in the Midwest United States. While extensive research exists on RC in monolingual English‐speaking populations, applying reading science models such as the Simple View of Reading (SVR) in HL or bilingual contexts remains under‐researched. Additionally, orthographies labeled as phonologically transparent—where grapheme‐to‐phoneme correspon…
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills: A Longitudinal Perspective
Cross-linguistic interactions are the hallmark of bilingual development. Theoretical perspectives highlight the key role of cross-linguistic distances and language structure in literacy development. Despite the strong theoretical assumptions, the impact of such bilingualism factors in heritage-language speakers remains elusive given high variability in children's heritage-language experiences. A longitudinal inquiry of heritage-language learners …
Psychology (12 works) · Linguistics (11 works) · Reading and Literacy Development (11 works) · Language Development and Disorders (8 works) · Neuroscience of multilingualism (8 works) · Literacy (7 works) · Pedagogy (6 works) · Phonological awareness (6 works) · Cognitive psychology (5 works) · Heritage language (5 works)