Cross-language transfer of morphological awareness in Chinese-English bilinguals

Journal of Research in Reading

Volumn 34, Issue 1, 2011, Pages 23-42

  Pasquarella, Adrian ^a   Chen, Xi ^a   Lam, Katie ^a   Luo, Yang C ^a   Ramirez, Gloria ^b  

^a UNIVERSITY OF TORONTO   (Canada)

^b THOMPSON RIVERS UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79951522376     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2010.01484.x     Document Type: Article

References (61)

1. Benda, B.P. & Corwyn, R.F. (2000). A theoretical model of religiosity and drug use with reciprocal relationships: A test using structural equation modeling. Journal of Social Service Research, 26, 43-67. doi:DOI: 10.1080/01488370009511336.
2. Carlisle, J.F. (1995). Morphological awareness and early reading achievement. In L.B. Feldman (Ed.), Morphological aspects of language processing (pp. 189-209). Hillsdale, NJ: Erlbaum.
3. Carlisle, J.F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190. doi:DOI: 10.1023/A:1008131926604.
4. Carlisle, J.F. & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7, 239-254. doi:DOI: 10.1207/S1532799XSSR0703-3.
5. Carlisle, J.F. & Stone, C.A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40, 428-449. doi:DOI: 10.1598/RRQ.40.4.3.
6. Carlo, M.S., August, D., Mclaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N. et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215. doi:DOI: 10.1598/RRQ.39.2.3.
7. Chen, X., Hao, M., Geva, E., Zhu, J. & Shu, H. (2009). The role of compound awareness in Chinese children's vocabulary acquisition and character reading. Reading and Writing: An Interdisciplinary Journal, 22, 615-631. doi:DOI: 10.1007/s11145-008-9127-9.
8. 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, 712-728. doi:DOI: 10.1037/a0018802.
9. Chow, B.W.-Y., McBride-Chang, C., Cheung, H. & Chow, C.S.-L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44, 233-244. doi:DOI: 10.1037/0012-1649.44.1.233.
10. Chung, W. & Hu, C. (2007). Morphological awareness and learning to read Chinese. Reading and Writing: An Interdisciplinary Journal, 20, 441-461. doi:DOI: 10.1007/s11145-006-9037-7.
11. Cisero, C.A. & Royer, J.M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275-303. doi:DOI: 10.1006/ceps.1995.1018.
12. Clark, E.V., Gelman, S.A. & Lane, N.M. (1985). Compound nouns and category structure in young children. Child Development, 56, 84-94. doi:DOI: 10.2307/1130176.
13. Comeau, L., Cormier, P., Grandmaison, E. & Lacroix, D. (1999). A longitudinal study of phonological processing in children learning to read in a second language. Journal of Educational Psychology, 91, 29-43. doi:DOI: 10.1037/0022-0663.91.1.29.
14. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles, CA: National Dissemination and Assessment Center.
15. Deacon, S.H. & Kirby, J.R. (2004). Morphological awareness: Just 'more phonological awareness'? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223-238. doi:DOI: 10.1017.S0124716404001117.
16. Deacon, S.H., Wade-Woolley, L. & Kirby, J. (2007). Crossover: The role of morphological awareness in French immersion children's reading. Developmental Psychology, 43, 732-746. doi:DOI: 10.1037/0012-1649.43.3.732.
17. Dunn, L. & Dunn, L. (1997). Peabody picture vocabulary test. (3rd edn). Circle Pines, MN: American Guidance Service.
18. Durgunoǧlu, A.Y., Nagy, W. & Hancin-Bhatt, B.J. (1993). Cross-language transfer of phonemic awareness. Journal of Educational Psychology, 91, 29-43. doi:DOI: 10.1037/0022-0663.85.3.453.
19. Everland, W.P., Hayes, A.F., Shah, D.V. & Kwak, N. (2005). Understanding the relationship between communication and political knowledge: A model comparison approach using panel data. Political Communication, 22, 423-446. doi:DOI: 10.1020/10584600500311345.
20. Frisson, S., Niswander-Klement, E. & Pollatsek, A. (2008). The role of semantic transparency in the processing of English compound words. British Journal of Psychology, 99, 87-107. doi:DOI: 10.1348/000712607X181304.
21. Genesee, F., Geva, E., Dressler, D. & Kamil, M. (2006). Synthesis: Cross-linguistic relationships. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 153-174). Mahwah, NJ: Lawrence Erlbaum.
22. Gottardo, A., Yan, B., Siegel, L. & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-linguistic transfer of phonological processing. Journal of Educational Psychology, 93, 530-542. doi:DOI: 10.1348/000712607X181304.
23. Kenny, D.A., Kashy, D.A. & Cook, W.L. (2006). Dyadic data analysis. New York: Guilford Press.
24. Kieffer, M.J. & Lesaux, N.K. (2008). The role of morphology in the reading comprehension of Spanish-speaking English Language Learners. Reading and Writing: An Interdisciplinary Journal, 21, 783-804. doi:DOI: 10.1007/s11145-007-9092-8.
25. Kim, K.H. (2005). The relation among fix indexes, power, and sample size in structural equation modeling. Structural Equation Modeling, 12, 368-390. doi:DOI: 10.1207/s15328007sem1203-2.
26. Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language Learning, 57 (Suppl 1), 1-44. doi:DOI: 10.1111/j.1467-9922.2007.00411.x.
27. Ku, Y. & Anderson, R.C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16, 399-422. doi:DOI: 10.1023/A:1024227231216.
28. Kuo, L. & Anderson, R.C. (2006). Morphological awareness and learning to read: A cross-linguistic perspective. Educational Psychologist, 41, 161-180. doi:DOI: 10.1207/s15326985ep4103-3.
29. LaFrance, A. & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559-578. doi:DOI: 10.1017/S0142716405050307.
30. Leong, C.K., Hau, K.T., Tse, S.K. & Loh, K.Y. (2007). Component skills of text comprehension in less competent Chinese comprehenders. Annals of Dyslexia, 57, 75-97. doi:DOI: 10.1007/s11881-007-0004-z.
31. Leong, C.K. & Ho, M.K. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing: An Interdisciplinary Journal, 21, 559-586. doi:DOI: 10.1007/s11145-007-9113-7.
32. Leong, C.K., Tse, S.K., Loh, K.Y. & Hau, K.T. (2008). Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automated naming, and onset-rime phonological segmentation. Journal of Educational Psychology, 100, 135-149. doi:DOI: 10.1037/0022-0663.100.1.135.
33. Li, W., Anderson, R.C., Nagy, W. & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. In W. Li, J.S. Gaffney & J.L. Packard (Eds.), Chinese children's reading acquisition: Theoretical and pedagogical issues (pp. 87-106). Norwell, MA: Kluwer Academic Press.
34. Libben, G. (1998). Semantic transparency in the processing of compounds: Consequences for representation, processing, and impairment. Brain and Language, 61, 30-44. doi:DOI: 10.1037/0022-0663.100.1.135.
35. MacCallum, R.C., Browne, M.W. & Cai, L. (2006). Testing differences between nested covariance structure models: Power analysis and null hypotheses. Psychological Methods, 11, 19-35. doi:DOI: 10.1037/1082-989X.11.1.19.
36. Markwardt, F.C. Jr (1998). Peabody Individual Achievement Test - Revised. Circle Pines, MN: American Guidance Service Inc.
37. McBride-Chang, C., Cheung, H., Chow, B.W.-Y., Chow, C.S.-L. & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2). Reading and Writing: An Interdisciplinary Journal, 19, 695-716. doi:DOI: 10.1007/s11145-005-5742-x.
38. McBride-Chang, C., Cho, J., Liu, H., Wagner, R.K., Shu, H., Zhou, A. et al. (2005). Changing models across culture: Associations of phonological awareness and morphological structure with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92, 140-160. doi:DOI: 10.1016/j.jecp.2005.03.009.
39. McBride-Chang, C., Shu, H., Ng, J.Y.W., Meng, X. & Penney, T. (2007). Morphological structure awareness, vocabulary, and reading. In R.K. Wagner, A.E. Muse & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 104-122). New York: Guilford Press.
40. McBride-Chang, C., Shu, H., Zhou, A., Wat, C.P. & Wagner, R.K. (2003). Morphological awareness uniquely predicts young children's Chinese character reading. Journal of Experimental Psychology, 95, 743-751. doi:DOI: 10.1037/0022-0663.95.4.743.
41. McBride-Chang, C., Tardif, T., Cho, J., Shu, H., Fletcher, P., Stokes, S.F. et al. (2008). What's in a word? Morphological awareness and vocabulary knowledge in three languages. Applied Psycholinguistics, 29, 437-462. doi:DOI: 10.1017/S014271640808020X.
42. McBride-Chang, C., Wagner, R.K., Muse, A., Chow, B.W. & Shu, H. (2005b). The role of morphological awareness in children's vocabulary acquisition in English. Applied Psycholinguistics, 26, 415-435. doi:DOI: 10.1017/S014271640505023X.
43. Nagy, W., Berninger, V., Abott, R., Vaughan, K. & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth grade writers. Journal of Educational Psychology, 95, 730-742. doi:DOI: 10.1037/0022-0663.95.4.730.
44. Nagy, W.E., Berninger, V.W. & Abbott, R.D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134-147. doi:DOI: 10.1037/0022-0663.98.1.134.
45. Nunes, T., Bryant, P. & Olsson, J. (2003). Learning morphological and phonological spelling rules: An intervention study. Scientific Studies of Reading, 7, 289-307. doi:DOI: 10.1207/S1532799XSSR0703-6.
46. Ramírez, G., Chen, X., Geva, E. & Kiefer, H. (2010). Morphological awareness in Spanish-speaking English language learners: Within- and cross-language effects on word reading. Reading and Writing: An Interdisciplinary Journal, 23, 337-358. doi:DOI: 10.1007/s11145-009-9203-9.
47. Raven, J., Raven, J.C. & Court, J.H. (1998). Manual for Raven's advanced progressive matrices. (1998 edn). Oxford: Oxford Psychologists Press.
48. Roman, A.A., Kirby, J.R., Parrila, R.K., Wade-Woolley, L. & Deacon, S.H. (2009). Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96-113. doi:DOI: 10.1016/j.jecp.2008.01.004.
49. Saiegh-Haddad, E. & Geva, E. (2008). Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children. Reading and Writing: An Interdisciplinary Journal, 21, 481-504. doi:DOI: 10.1007/s11145-007-9074-x.
50. Schiff, R. & Calif, S. (2007). Role of phonological and morphological awareness in L2 oral word reading. Language Learning, 57, 271-298. doi:DOI: 10.1111/j.1467-9922.2007.00409.x.
51. Shu, H., McBride-Chang, C., Wu, S. & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122-133. doi:DOI: 10.1037/0022-0663.98.1.122.
52. Shu, H., Meng, X., Chen, X., Luan, H. & Cao, F. (2005). The subtypes of developmental dyslexia in Chinese: Evidence from three cases. Dyslexia, 11, 311-329. doi:DOI: 10.1002/dys.310.
53. Sun, H.L., Sun, D.J., Huang, J.P., Li, D.J. & Xing, H.B. (1996). The description on the corpus system of modern Chinese studies. In Z.S. Luo & S.L. Yuan (Eds.), Studies of Chinese and Chinese character in the computer era. (pp. 459-466). Tsing Hua: Tsinghua University Publisher.
54. Wagner, R.K., Torgesen, J.K. & Rashotte, C.A. (1999). Comprehensive test of phonological processing. Austin, TX: PRO-ED.
55. Wang, M., Cheng, C. & Chen, S. (2006). Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology, 98, 542-553. doi:DOI: 10.1037/0022-0663.98.3.542.
56. Wang, M., Yang, C. & Chen, C. (2009). The contribution of phonology, orthography, and morphology in Chinese-English biliteracy acquisition. Applied Psycholinguistics, 30, 291-314. doi:DOI: 10.1017/S0142716409090122.
57. Wong, C.-S. & Law, K.S. (1999). Testing reciprocal relations by nonrecursive structural equation models using cross-sectional data. Organizational Research Methods, 2, 69-87. doi:DOI: 10.1177/109442819921005.
58. Wong, C.-S., Wong, Y.-T., Hui, C. & Law, K.S. (2001). The significant role of Chinese employees' organizational commitment: Implications for managing employees in Chinese societies. Journal of Word Business, 36, 326-340. doi:DOI: 10.1016/S1090-9516(01)00058-X.
59. Woodcock, R.W. (1984). Woodcock language proficiency battery. Allen, TX: DLM.
60. Yuan, C.F. & Huang, C.N. (1998). [Chinese morphemes and compounds: A corpus study]. [Teaching Chinese as a Second Language, 3], 7-12.
61. Zhang, J., Anderson, R.C., Li, H., Dong, Q., Wu, X. & Zhang, Y. (2010). Cross-language transfer of insight into the structure of compound words. Reading and Writing: An Interdisciplinary Journal, 23, 311-336. doi:DOI: 10.1007/s11145-009-9205-7.