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 readin...

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Bibliographic Details
Published in:Child development 2022-01, Vol.93 (1), p.84-100
Main Authors: Sun, Xin, Zhang, Kehui, Marks, Rebecca A., Nickerson, Nia, Eggleston, Rachel L., Yu, Chi‐Lin, Chou, Tai‐Li, Tardif, Twila, Kovelman, Ioulia
Format: Article
Language:English
Subjects:
Bilingual people
Bilingualism
Child
Child development
Child language
Children
China
Chinese
Chinese languages
Competence
Cultural heritage
Educational Practices
English
English language
English proficiency
Heritage language
Humans
Indirect effects
Language
Language Proficiency
Lexicology
Linguistics
Literacy
Literacy skills
Metalinguistics
Monolingualism
Morphology (Languages)
Multilingualism
Native Language
Phonological Awareness
Phonology
Reading
Reading Skills
Semantics
Skills
Spanish
Spanish language
Structural equation modeling
Structural Equation Models
Transfer of Training
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