Early oral language in Chinese heritage language reading development
Bibliographic Data
| ID | 8937193 |
|---|---|
| Authors | Haomin Zhang (0000-0002-9439-1625, East China Normal University Shanghai China, corresponding author), Keiko Koda (0000-0002-5425-1169, Carnegie Mellon University Pittsburgh Pennsylvania USA) |
| Year | 2021 |
| Volume | 54 |
| Issue | 4 |
| Pages | 1107-1123 |
| Publication date | 2021-08-05 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12562 |
| OpenAlex | W3192443137 |
| Language | EN |
| Citations received | 4 |
| References cited | 32 |
This study explored the role of early oral language in reading development among adult heritage language (HL) learners to provide insights into the possible developmental pattern of HL reading development. One hundred and ninety‐five English‐speaking Chinese HL (CHL) students participated in this study. They completed a language background survey pertaining to their early language use in different social contexts and a series of measurements including oral vocabulary knowledge, print vocabulary knowledge, morphological awareness, lexical inferencing ability, and reading comprehension. Drawing upon multivariate path analysis, the study found that oral vocabulary knowledge, as an indicator of the benefit stemming from oral language experiences, contributed to print vocabulary knowledge and morphological awareness directly. However, there was no significant direct effect of oral vocabulary knowledge on higher‐level reading skills (lexical inference and reading comprehension). As well, oral vocabulary contributed to higher‐level reading skills only through the mediation of word‐knowledge skills (print vocabulary and morphological awareness). The results suggest that oral language capacity (indexed by oral vocabulary knowledge) alone is insufficient for higher‐level reading ability, but it serves as an intermediary resource to enhance higher‐level inferencing and comprehension abilities among HL students. Pedagogical implications were provided to inform HL reading instruction based on the multiple diversities of HL language experiences
Comprehension · Language proficiency · Linguistics · Mathematics education · Reading (process · Reading comprehension · Vocabulary · Vocabulary development · Computer Science · Language Development and Disorders · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
Continua of Biliteracy
Revisiting the Continua of Biliteracy
Uneven profiles
A not-so-simple view of reading
Oral Language and Reading in Bilingual Children
Cross‐language transfer of morphological awareness in Chinese–English bilinguals
Development of morphological awareness in Chinese and English
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
English Language Learners in U.S. Schools
Home and community factors influencing bilingual children’s ethnic language vocabulary development
In Support of a Proficiency-based Definition of Heritage Language Learners
The Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners
Heritage Learners in the Chinese Language Classroom
Heritage Language Literacy
Early language input and later reading development in Chinese as heritage language (CHL) learners
Heritage language literacy maintenance
What Really Matters in Second Language Learning for Academic Achievement
Integration of Information From Context and Word Elements in Interpreting Novel Kanji Compounds
The National Early Literacy Panel
Effects of Language Background On the Learning of Chinese Characters Among Foreign Language Students
Exploring Oral Proficiency Profiles of Heritage Speakers of Russian and Spanish
Comparative fit indexes in structural models
A Longitudinal Analysis of the Connection Between Oral Language and Early Reading
Oral language and code-related precursors to reading
Alternative Ways of Assessing Model Fit
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |