The Intertwined Development of Atayal Oral Language, Emergent Reading and Identity Among Indigenous Young Children in a Bilingual Book Project
Bibliographic Data
| ID | 10722153 |
|---|---|
| Authors | Ching‐Ting Hsin (0000-0002-8880-2571, Department of Early Childhood Education National Tsing Hua University Hsinchu City Taiwan, corresponding author), Catherine Compton‐lilly (0000-0002-2116-7374, Department of Instruction and Teacher Education University of South Carolina Columbia South Carolina USA), Di Tam Luu (0009-0001-6892-0810, Department of Early Childhood Education National Tsing Hua University Hsinchu City Taiwan) |
| Year | 2026 |
| Volume | 61 |
| Issue | 2 |
| Publication date | 2026-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.70097 |
| OpenAlex | W7134191358 |
| Language | EN |
| References cited | 39 |
This mixed‐methods study explored the intertwined development of Atayal oral language, emergent reading‐like behaviors, and cultural identity for 28 Indigenous preschoolers (average age 4.11 years) during a year‐long book project. Eight early childhood and Atayal language teachers from two classrooms implemented bilingual books at two levels of difficulty. Each level was used for a semester. Pre‐project, mid‐project and post‐project assessments related to oral language, emergent reading, and cultural identity were conducted; child interviews and observational field notes were collected. Quantitative (i.e., ANOVA with repeated measures, paired sample t ‐test, Pearson correlation) and qualitative analyses (i.e., coding of interview transcripts and field notes, identification/counting of reading‐like behaviors) revealed significant improvement for Atayal oral language, emergent reading‐like behaviors, and cultural identity after the first semester. However, further improvement on oral language and reading‐like behaviors was not indicated, perhaps due to dissimilar sentence structures between level one and level two books. While this project enhanced children's attention to print and print concepts, most children continued to rely on picture cues and memory rather than phonetic cues. This study sheds light on developing and implementing materials to sustain Indigenous languages
Cultural identity · Early childhood · First language · Identity (music) · Indigenous · Literacy · Neuroscience of multilingualism · Reading (process) · Sentence · Australian Indigenous Culture and History · Categorization, perception, and language · Multilingual Education and Policy
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Multimodal Literacy Practices in the Indigenous Sámi Classroom
The association of the home literacy environment and parental reading beliefs with oral language growth trajectories of Spanish-English bilingual children
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Examining the Role of Syllable Awareness in a Model of Concept of Word
The Structural Relations of Component Reading Comprehension Skills in Kiswahili
The Comprehensive Emergent Literacy Model
| Highly cited | No |
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