1887
Volume 23, Issue 1
  • ISSN 1387-6732
  • E-ISSN: 1570-6001
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The present study compared the relationship between Dutch phonological awareness (rhyme awareness, initial phoneme isolation), Dutch speech decoding and Dutch receptive vocabulary in two groups in different linguistic environments: 30 Mandarin Chinese-Dutch bilingual children and 24 monolingual Dutch peers. Chinese vocabulary and phonological awareness were taken into account in the bilingual group. Bilingual children scored below their Dutch monolingual counterparts on all Dutch tasks. In the bilingual group, Dutch rhyme awareness was predicted by Dutch speech decoding, both directly, and indirectly via Dutch receptive vocabulary. When adding Chinese proficiency to the model, Chinese rhyme awareness was found to mediate the relationship between Dutch speech decoding and Dutch rhyme awareness. It can thus be concluded that second language (L2) phonological awareness in Chinese-Dutch kindergartners is affected by their L2 speech and vocabulary level, on the one hand, and their level of phonological awareness in the first language (L1).

Loading

Article metrics loading...

/content/journals/10.1075/wll.00035.yua
2020-10-19
2024-12-02
Loading full text...

Full text loading...

References

  1. Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R.
    (2003) Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38(4), 470–487. 10.1598/RRQ.38.4.3
    https://doi.org/10.1598/RRQ.38.4.3 [Google Scholar]
  2. Bialystok, E.
    (2001) Bilingualism in development: Language, literacy, and cognition. Cambridge, England: Cambridge University Press. 10.1017/CBO9780511605963
    https://doi.org/10.1017/CBO9780511605963 [Google Scholar]
  3. Bialystok, E., Majumder, S., & Martin, M. M.
    (2003) Developing phonological awareness: Is there a bilingual advantage?. Applied Psycholinguistics, 24(1), 27–44. 10.1017/S014271640300002X
    https://doi.org/10.1017/S014271640300002X [Google Scholar]
  4. Bialystok, E.
    (2007) Language acquisition and bilingualism: Consequences for a multilingual society. Applied Psycholinguistics, 28(3), 393–397. 10.1017/S0142716407070208
    https://doi.org/10.1017/S0142716407070208 [Google Scholar]
  5. Boets, B., Wouters, J., Van Wieringen, A., De Smedt, B., & Ghesquiere, P.
    (2008) Modelling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement. Brain and Language, 106(1), 29–40. 10.1016/j.bandl.2007.12.004
    https://doi.org/10.1016/j.bandl.2007.12.004 [Google Scholar]
  6. Brown, C.
    (2000) The interrelation between speech perception and phonological acquisition from infant to adult. Second Language Acquisition and Linguistic Theory, 1, 4–64.
    [Google Scholar]
  7. Castles, A., & Coltheart, M.
    (2004) Is there a causal link from phonological awareness to success in learning to read?. Cognition, 91(1), 77–111. 10.1016/S0010‑0277(03)00164‑1
    https://doi.org/10.1016/S0010-0277(03)00164-1 [Google Scholar]
  8. Chen, X., Anderson, R. C., Li, W., Hao, M., Wu, X., & Shu, H.
    (2004) Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology, 96(1), 142–151. 10.1037/0022‑0663.96.1.142
    https://doi.org/10.1037/0022-0663.96.1.142 [Google Scholar]
  9. Chen, X., Xu, F., Nguyen, T. K., Hong, G., & Wang, Y.
    (2010) Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction. Journal of Educational Psychology, 102(3), 712–728. 10.1037/a0018802
    https://doi.org/10.1037/a0018802 [Google Scholar]
  10. Chiappe, P., Glaeser, B., & Ferko, D.
    (2007) Speech perception, vocabulary, and the development of reading skills in English among Korean-and English-speaking children. Journal of Educational Psychology, 99(1), 154–166. 10.1037/0022‑0663.99.1.154
    https://doi.org/10.1037/0022-0663.99.1.154 [Google Scholar]
  11. Cisero, C. A., & Royer, J. M.
    (1995) The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20(3), 275–303. 10.1006/ceps.1995.1018
    https://doi.org/10.1006/ceps.1995.1018 [Google Scholar]
  12. Cummins, J.
    (1979) Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251. 10.3102/00346543049002222
    https://doi.org/10.3102/00346543049002222 [Google Scholar]
  13. (1991) Interdependence of first-and second-language proficiency in bilingual children. Language Processing in Bilingual Children, 70–89. Cambridge, England: Cambridge university press. 10.1017/CBO9780511620652.006
    https://doi.org/10.1017/CBO9780511620652.006 [Google Scholar]
  14. de Jong, P. F., & van der Leij, A.
    (2002) Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 51–77. 10.1207/S1532799XSSR0601_03
    https://doi.org/10.1207/S1532799XSSR0601_03 [Google Scholar]
  15. de Graaff, S., Hasselman, F., Verhoeven, L., & Bosman, A. M.
    (2011) Phonemic awareness in Dutch kindergartners: Effects of task, phoneme position, and phoneme class. Learning and Instruction, 21(1), 163–173. 10.1016/j.learninstruc.2010.02.001
    https://doi.org/10.1016/j.learninstruc.2010.02.001 [Google Scholar]
  16. Dunn, L. M., Dunn, L. M., & Schlichting, J. E. P. T.
    (2005) Peabody picture vocabulary test-III-NL. Amsterdam: Harcourt Test Publishers.
    [Google Scholar]
  17. Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J.
    (1993) Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85(3), 453–465. 10.1037/0022‑0663.85.3.453
    https://doi.org/10.1037/0022-0663.85.3.453 [Google Scholar]
  18. Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P., Snow, C., August, D., & Calderón, M.
    (2007) The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Psycholinguistics, 28(1), 171–190. 10.1017/S0142716406070093
    https://doi.org/10.1017/S0142716406070093 [Google Scholar]
  19. Elbro, C.
    (1996) Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing, 8(6), 453–485. 10.1007/BF00577023
    https://doi.org/10.1007/BF00577023 [Google Scholar]
  20. Elbro, C., & Pallesen, B. R.
    (2002) The quality of phonological representations and phonological awareness: A causal link. Precursors of Functional Literacy, 11, 17–31. 10.1075/swll.11.04elb
    https://doi.org/10.1075/swll.11.04elb [Google Scholar]
  21. Furnes, B., & Samuelsson, S.
    (2009) Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison. Journal of Research in Reading, 32(3), 275–292. 10.1111/j.1467‑9817.2009.01393.x
    https://doi.org/10.1111/j.1467-9817.2009.01393.x [Google Scholar]
  22. Goswami, U.
    (1993) Phonological skills and learning to read. Annals of the New York Academy of Sciences, 682(1), 296–311. 10.1111/j.1749‑6632.1993.tb22977.x
    https://doi.org/10.1111/j.1749-6632.1993.tb22977.x [Google Scholar]
  23. Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L.
    (2001) Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93(3), 530–542. 10.1037/0022‑0663.93.3.530
    https://doi.org/10.1037/0022-0663.93.3.530 [Google Scholar]
  24. Hayes, A. F.
    (2017) Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Publications.
    [Google Scholar]
  25. Janssen, M., Bosman, A. M., & Leseman, P. P.
    (2013) Phoneme awareness, vocabulary and word decoding in monolingual and bilingual Dutch children. Journal of Research in Reading, 36(1), 1–13. 10.1111/j.1467‑9817.2011.01480.x
    https://doi.org/10.1111/j.1467-9817.2011.01480.x [Google Scholar]
  26. Janssen, C., Segers, E., McQueen, J. M., & Verhoeven, L.
    (2015) Lexical specificity training effects in second language learners. Language Learning, 65(2), 358–389. 10.1111/lang.12102
    https://doi.org/10.1111/lang.12102 [Google Scholar]
  27. Janssen, C., Segers, E., Mcqueen, J. M., & Verhoeven, L.
    (2017) Transfer from implicit to explicit phonological abilities in first and second language learners. Bilingualism: Language and Cognition, 20(4), 795–812. 10.1017/S1366728916000523
    https://doi.org/10.1017/S1366728916000523 [Google Scholar]
  28. Jones, G.
    (2016) The influence of children’s exposure to language from two to six years: The case of nonword repetition. Cognition, 153, 79–88. 10.1016/j.cognition.2016.04.017
    https://doi.org/10.1016/j.cognition.2016.04.017 [Google Scholar]
  29. Kuhl, P. K.
    (2004) Early language acquisition: cracking the speech code. Nature Reviews Neuroscience, 5(11), 831–843. 10.1038/nrn1533
    https://doi.org/10.1038/nrn1533 [Google Scholar]
  30. Li, C. N., & Thompson, S. A.
    (1989) Mandarin Chinese: A functional reference grammar. Oakland, California: Univ of California Press.
    [Google Scholar]
  31. Marinova-Todd, S. H., Zhao, J., & Bernhardt, M.
    (2010) Phonological awareness skills in the two languages of Mandarin–English bilingual children. Clinical Linguistics & Phonetics, 24(4–5), 387–400. 10.3109/02699200903532508
    https://doi.org/10.3109/02699200903532508 [Google Scholar]
  32. McBride–Chang, C., & Kail, R. V.
    (2002) Cross–cultural similarities in the predictors of reading acquisition. Child Development, 73(5), 1392–1407. 10.1111/1467‑8624.00479
    https://doi.org/10.1111/1467-8624.00479 [Google Scholar]
  33. Merriman, W. E., & Kutlesic, V.
    (1993) Bilingual and monolingual children’s use of two lexical acquisition heuristics. Applied Psycholinguistics, 14(2), 229–249. 10.1017/S0142716400009565
    https://doi.org/10.1017/S0142716400009565 [Google Scholar]
  34. Metsala, J. L., & Walley, A. C.
    (1998) Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. InJ. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp.89–120). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
    [Google Scholar]
  35. Mills, D. L., Prat, C., Zangl, R., Stager, C. L., Neville, H. J., & Werker, J. F.
    (2004) Language experience and the organization of brain activity to phonetically similar words: ERP evidence from 14-and 20-month-olds. Journal of Cognitive Neuroscience, 16(8), 1452–1464. 10.1162/0898929042304697
    https://doi.org/10.1162/0898929042304697 [Google Scholar]
  36. Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J.
    (2004) The development of early literacy skills among children with speech difficulties. Journal of Speech, Language, and Hearing Research. 10.1044/1092‑4388(2004/031)
    https://doi.org/10.1044/1092-4388(2004/031) [Google Scholar]
  37. Patel, T. K., Snowling, M. J., & de Jong, P. F.
    (2004) A cross-linguistic comparison of children learning to read in English and Dutch. Journal of Educational Psychology, 96(4), 785–797. 10.1037/0022‑0663.96.4.785
    https://doi.org/10.1037/0022-0663.96.4.785 [Google Scholar]
  38. Randazzo, M., Greenspon, E. B., Booth, J. R., & McNorgan, C.
    (2019) Children with reading difficulty rely on unimodal neural processing for phonemic awareness. Frontiers in Human Neuroscience, 13. 10.3389/fnhum.2019.00390
    https://doi.org/10.3389/fnhum.2019.00390 [Google Scholar]
  39. Saiegh-Haddad, E., & Geva, E.
    (2008) Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. 10.1007/s11145‑007‑9074‑x
    https://doi.org/10.1007/s11145-007-9074-x [Google Scholar]
  40. Saiegh-Haddad, E.
    (2017) What is phonological awareness in L2?. Journal of Neurolinguistics, 50,17–27. 10.1016/j.jneuroling.2017.11.001
    https://doi.org/10.1016/j.jneuroling.2017.11.001 [Google Scholar]
  41. Schaars, M. M., Segers, E., & Verhoeven, L.
    (2017) Word decoding development during phonics instruction in children at risk for dyslexia. Dyslexia, 23(2), 141–160. 10.1002/dys.1556
    https://doi.org/10.1002/dys.1556 [Google Scholar]
  42. Scheele, A. F., Leseman, P. P., & Mayo, A. Y.
    (2010) The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics, 31(1), 117–140. 10.1017/S0142716409990191
    https://doi.org/10.1017/S0142716409990191 [Google Scholar]
  43. Schmitt, B. H., Pan, Y., & Tavassoli, N. T.
    (1994) Language and consumer memory: The impact of linguistic differences between Chinese and English. Journal of Consumer Research, 21(3), 419–431. 10.1086/209408
    https://doi.org/10.1086/209408 [Google Scholar]
  44. Sénéchal, M., Ouellette, G., & Rodney, D.
    (2006) The misunderstood giant: On the predictive role of early vocabulary to future reading. Handbook of Early Literacy Research, 2, 173–182.
    [Google Scholar]
  45. Shu, H., Peng, H., & McBride-Chang, C.
    (2008) Phonological awareness in young Chinese children. Developmental Science, 11(1), 171–181. 10.1111/j.1467‑7687.2007.00654.x
    https://doi.org/10.1111/j.1467-7687.2007.00654.x [Google Scholar]
  46. Siok, W. T., & Fletcher, P.
    (2001) The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37(6), 886–899. 10.1037/0012‑1649.37.6.886
    https://doi.org/10.1037/0012-1649.37.6.886 [Google Scholar]
  47. Stahl, S. A., & Murray, B. A.
    (1994) Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221–234. 10.1037/0022‑0663.86.2.221
    https://doi.org/10.1037/0022-0663.86.2.221 [Google Scholar]
  48. Studdert-Kennedy, M.
    (2002) Deficits in phoneme awareness do not arise from failures in rapid auditory processing. Reading and Writing, 15(1–2), 5–14. 10.1023/A:1013812219382
    https://doi.org/10.1023/A:1013812219382 [Google Scholar]
  49. Sutherland, D., & Gillon, G. T.
    (2007) Development of phonological representations and phonological awareness in children with speech impairment. International Journal of Language & Communication Disorders, 42(2), 229–250. 10.1080/13682820600806672
    https://doi.org/10.1080/13682820600806672 [Google Scholar]
  50. Swan, D., & Goswami, U.
    (1997) Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology, 66(1), 18–41. 10.1006/jecp.1997.2375
    https://doi.org/10.1006/jecp.1997.2375 [Google Scholar]
  51. Swingley, D.
    (2009) Contributions of infant word learning to language development. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1536), 3617–3632. 10.1098/rstb.2009.0107
    https://doi.org/10.1098/rstb.2009.0107 [Google Scholar]
  52. Taylor, I., & Taylor, M. M.
    (2014) Writing and literacy in Chinese, Korean and Japanese: Revised edition (Vol.14). Amsterdam: John Benjamins Publishing Company.
    [Google Scholar]
  53. Treiman, R., & Zukowski, A.
    (1991) Levels of phonological awareness. Phonological processes in literacy: A tribute to Isabelle Y. Liberman, (pp.67–83). United Kingdom: Taylor & Francis.
    [Google Scholar]
  54. van Goch, M. M., McQueen, J. M., & Verhoeven, L.
    (2014) Learning phonologically specific new words fosters rhyme awareness in Dutch preliterate children. Scientific Studies of Reading, 18(3), 155–172. 10.1080/10888438.2013.827199
    https://doi.org/10.1080/10888438.2013.827199 [Google Scholar]
  55. Verhoeven, L., & Van Kuyk, J. J.
    (1991) Peiling van conceptuele en metalinguïstische kennis bij de aanvang van het basisonderwijs [Assessment of conceptual and metalinguistic knowledge at the entrance of kindergarten]. Pedagogische Studiën, 68(9), 415–425.
    [Google Scholar]
  56. Verhoeven, L., Extra, G., Konak, O., Narain, G., & Zerrouk, R.
    (1995) Toets tweetaligheid. Handleiding, platenboek, leerlingenboeken Turks-Nederlands, Marokkaans Arabisch-Nederlands en Papiamentu-Nederlands [Test bilingualism. Manual, record book, student books Turkish-Dutch, Moroccan Arabic-Dutch and Papiamentu-Dutch]. Arnhem: Cito.
  57. Verhoeven, L.
    (2000) Components in early second language reading and spelling. Scientific Studies of Reading, 4(4), 313–330. 10.1207/S1532799XSSR0404_4
    https://doi.org/10.1207/S1532799XSSR0404_4 [Google Scholar]
  58. Verhoeven, L., & Vermeer, A.
    (2001) Taaltoets Alle Kinderen [Language proficiency test for all children]. Arnhem: Cito.
  59. Verhoeven, L.
    (2007) Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28(3), 425–439. 10.1017/S0142716407070233
    https://doi.org/10.1017/S0142716407070233 [Google Scholar]
  60. Vihman, M. M.
    (2017) Learning words and learning sounds: Advances in language development. British Journal of Psychology, 108(1), 1–27. 10.1111/bjop.12207
    https://doi.org/10.1111/bjop.12207 [Google Scholar]
  61. Vloedgraven, J. M., & Verhoeven, L.
    (2007) Screening of phonological awareness in the early elementary grades: An IRT approach. Annals of Dyslexia, 57(1), 33–50. 10.1007/s11881‑007‑0001‑2
    https://doi.org/10.1007/s11881-007-0001-2 [Google Scholar]
  62. Vloedgraven, J., & Verhoeven, L.
    (2009) The nature of phonological awareness throughout the elementary grades: An item response theory perspective. Learning and Individual Differences, 19(2), 161–169. 10.1016/j.lindif.2008.09.005
    https://doi.org/10.1016/j.lindif.2008.09.005 [Google Scholar]
  63. Walley, A. C., Metsala, J. L., & Garlock, V. M.
    (2003) Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability. Reading and Writing, 16(1–2), 5–20. 10.1023/A:1021789804977
    https://doi.org/10.1023/A:1021789804977 [Google Scholar]
  64. Ziegler, J. C., & Goswami, U.
    (2005) Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. 10.1037/0033‑2909.131.1.3
    https://doi.org/10.1037/0033-2909.131.1.3 [Google Scholar]
/content/journals/10.1075/wll.00035.yua
Loading
/content/journals/10.1075/wll.00035.yua
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): Chinese-Dutch children; language transfer; phonological awareness; speech decoding
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error