Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals
Bibliographic Data
| ID | 21697451 |
|---|---|
| Authors | Rebecca A Marks (0000-0001-8691-2542, MGH Institute of Health Professions, corresponding author), Danielle Labotka (0000-0002-4542-2253, University of Michigan), Xin Sun (0000-0001-6110-5656, University of Michigan), Nia Nickerson (0000-0003-1303-3437, University of Michigan), Kehui Zhang (0000-0002-1358-1196, University of Michigan), Rachel L Eggleston (0000-0002-7343-7997, University of Michigan), Chi-Lin Yu (0000-0002-4381-7163, University of Michigan), Yuuko Uchikoshi (0000-0003-3455-1698, University of California, Davis), Fumiko Hoeft (0000-0003-3932-9201, Haskins Laboratories), Ioulia Kovelman (0000-0003-4287-6986, University of Michigan) |
| Year | 2023 |
| Volume | 26 |
| Issue | 2 |
| Pages | 268-283 |
| Publication date | 2023-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Bilingualism Language and Cognition (JOURNAL) |
| Journal identifiers | ISSN: 1366-7289 • E-ISSN: 1469-1841 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1366728922000517 |
| PMID | 37063520 |
| OpenAlex | W4292236458 |
| Language | EN |
| Citations received | 10 |
| References cited | 50 |
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 examined mechanisms of bilingual transfer in matched samples of Spanish–English and Chinese–English dual first language learners. Results revealed a principled cross-linguistic interaction between language group (Spanish vs. Chinese bilinguals) and type of morphological awareness. Specifically, bilinguals’ proficiency with the type of morphology that was less characteristic of their home language explained greater variance in their English literacy. These findings showcase the powerful effects of bilingualism on word reading processes in children who have similar reading proficiency but different language experiences, thereby advancing theoretical perspectives on literacy across diverse learners
Indo-European languages · Language proficiency · Linguistics · Literacy · Mathematics education · Morpheme · Neuroscience of multilingualism · Pedagogy · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
The neurocognitive basis of morphological processing in typical and impaired readers
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
Shifting dominance
Contributions of derivational morphological awareness to reading comprehension in Spanish–English and Chinese–English bilingual children
Beyond English centrality
Language and/or Literacy Disorders vs. Language Differences in Multilingual Children
Prefix priming within and across languages in early and late bilinguals
Cognitive bases of bilingual morphological awareness
Cross-linguistic transfer in bilingual children's phonological and morphological awareness skills
The Lexicon in Acquisition
The relation between reading ability and morphological skills
Awareness of the structure and meaning of morphologically complex words
Morphological Awareness and Learning to Read
Peabody Picture Vocabulary Test--Fourth Edition
Learning to Read Words
Age-of-acquisition ratings for 30,000 English words
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
Maturational Constraints on Functional Specializations for Language Processing
Changing models across cultures
Cross‐language transfer of morphological awareness in Chinese–English bilinguals
A Meta-Analysis of Morphological Interventions in English
Phases of development in learning to read words by sight
Word Knowledge in a Theory of Reading Comprehension
Deconstructing and reconstructing cross-language transfer in bilingual reading development
Children’s morphological awareness and reading ability
Vocabulary Development
Evaluating models of how morphological awareness connects to reading comprehension
What’s in a word? Cross-linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
The effects of Spanish heritage language literacy on English reading for Spanish–English bilingual children in the US
Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English
Dual language exposure and early bilingual development
Development and validation of Extract the Base
The language and literacy development of young dual language learners
The Interdependence Continuum
The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English
Exploring the role of morphemes in word reading
How Many Words Are There in Printed School English
Ultimate attainment in bilingual first language acquisition
Neurolinguists, beware! The bilingual is not two monolinguals in one person
Frequency Effects in Language Processing
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
| Unique citing works | 10 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |