Phoneme awareness, vocabulary and word decoding in monolingual and bilingual Dutch children

Journal of Research in Reading

Volumn 36, Issue 1, 2013, Pages 1-13

  Janssen, Marije ^a   Bosman, Anna M T ^a   Leseman, Paul P M ^b  

^a RADBOUD UNIVERSITY NIJMEGEN   (Netherlands)

^b UTRECHT UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84872343433     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2011.01480.x     Document Type: Article

References (47)

1. Bhatia, T.K. (2006). Bilingualism and second language learning. In K. Brown (Ed.), Encyclopedia of languages and linguistics (pp. 16-22). Amsterdam: Elsevier. doi:.
2. Bialystok, E. (2005). Consequences of bilingualism for cognitive development. In J.F. Kroll & A.M. B de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 417-432). New York: Oxford University press.
3. Bialystok, E. (2007). Language acquisition and bilingualism: Consequences for a multilingual society. Applied Psycholinguistics, 28, 393-397. doi:.
4. Bialystok, E., Luk, G. & Kwan, E. (2005). Bilingualism, biliteracy, and learning to read: Interactions among languages and writing systems. Scientific Studies of Reading, 9, 43-61. doi: .
5. Blachman, B. (2000). Phonological awareness. In M. Kamil, P. Mosenthal, P.D. Pearson & R. Barr (Eds.), Handbook of reading research. (Vol. 3, pp. 483-502). Mahwah, NJ: Erlbaum.
6. Bosman, A.M.T., de Graaff, S. & Gijsel, M.A.R. (2006). Double Dutch: The Dutch spelling system and learning to spell in Dutch. In R.M. Joshi & P.G. Aron (Eds.), Handbook of orthography and literacy (pp. 135-150). Mahwah, NJ: Lawrence Erlbaum Associates.
7. Bosman, A.M.T., Vonk, W. & van Zwam, M. (2006). Spelling consistency affects reading in students with and without dyslexia. Annals of Dyslexia, 56, 271-300. doi:.
8. Bradley, L. & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421. doi:.
9. Caravolas, M. & Bruck, M. (1993). The effect of oral and written language input on children's phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology, 55, 1-30. doi:.
10. Cardoso-Martins, C. (1994). Sensitivity to rhymes, syllables, and phonemes in literacy acquisition in Portuguese. Reading Research Quarterly, 30, 808-828. doi: .
11. Centraal Bureau voor de Statistiek (CBS) (2008). Jaarrapport integratie 2008 [Year report integration 2008]. The Hague: Centraal Bureau voor de Statistiek (CBS).
12. 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:.
13. Cossu, G., Shankweiler, D., Liberman, I.S., Katz, L. & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-16. doi:.
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 minority students: A theoretical framework (pp. 3-49). Los Angeles, CA: National Dissemination and Assessment Center.
15. D'Angiulli, A., Siegel, L.S. & Serra, E. (2001). The development of reading in Italian and English in bilingual children. Applied Psycholinguistics, 22, 479-507. doi:.
16. De Graaff, S., Hasselman, F., Bosman, A.M.T. & Verhoeven, L. (2008). Cognitive and linguistic constraints on phoneme isolation in Dutch kindergartners. Learning and Instruction, 18, 391-403. doi:.
17. Durgunoǧlu, A.Y. (2006). How language characteristics influence Turkish literacy development. In R.M. Joshi & P.G. Aaron (Eds.), Handbook of orthography and literacy (pp. 219-229). Mahwah, NJ: Erlbaum.
18. Durgunoǧlu, A.Y. & Hancin, B.J. (1992). An overview of cross-language transfer in bilingual reading. In R.J. Harris (Ed.), Cognitive processing in bilinguals (pp. 391-411). Amsterdam: Elsevier Science Publishers. doi:.
19. Durgunoǧlu, A.Y. & Oney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal, 11, 281-299. doi:.
20. Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P. & Snow, C.E. (2007). The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development. Applied Psycholinguistics, 28, 171-190. doi:.
21. Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26, 55-88. doi:.
22. Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M. & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236-248. doi:.
23. Jiménez, R.T., Garcia, E.G. & Pearson, P.D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32, 67-97. doi:.
24. Kim, Y-S. (2009). Crosslinguistic influence on phonological awareness for Korean-English bilingual children. Reading and Writing, 22, 843-861. doi:.
25. Leikin, M., Schwartz, M. & Share, D. (2010). General and specific benefits of bi-literate bilingualism: A Russian-Hebrew study of beginning literacy. Reading and Writing, 23, 269-292. doi:.
26. Leseman, P.P.M. (2000). Bilingual vocabulary development of Turkish preschoolers in the Netherlands. Journal of Multilingual and Multicultural Development, 21, 93-112. doi:.
27. Liberman, I.Y. & Liberman, A.M. (1990). Whole language vs code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40, 51-75. doi:.
28. Lundberg, I., Frost, J. & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284. doi:.
29. Moelands, F., Kamphuis, F. & Verhoeven, L. (2003). Verantwoording Drie-Minuten-Toets [Justification of the Three-Minutes-Test]. Arnhem: Cito.
30. Morais, J. (1991). Phonological awareness: A bridge between language & literacy. In D. Sawyer & B. Fox (Eds.), Phonological awareness in reading: The evolution of current perspectives (pp. 31-71). New York: Springer.
31. Oller, D.K. (2005). The distributed characteristic in bilingual learning. In J. Cohen, K.T. McAlister, K. Rolstad & J. MacSwan (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1744-1749). Somerville, MA: Cascadilla Press.
32. Oller, D.K. & Eilers, R.E. (2002). Language and literacy in bilingual children. Clevedon: Multilingual Matters.
33. 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, 785-797. doi:.
34. Raven, J.C. (1958). Standard progressive matrices. London: H.K. Lewis.
35. Scheele, A.F., Leseman, P.P.M. & Mayo, A.Y. (2010). The home language environment of mono- and bilingual children and their language proficiency. Applied Psycholinguistics, 31, 117-140.
36. Secada, W.G. (1991). Degree of bilingualism and arithmetic problem solving in Hispanic first graders. The Elementary School Journal, 92(2), 213-231. doi:.
37. Stahl, S. & Murray, B. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234. doi:.
38. Stuart, M. (1999). Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605. doi:.
39. Stuart, M. (2004). Getting ready for reading: A follow-up study of inner city second language learners at the end of Key Stage I. British Journal of Educational Psychology, 74, 15-36.
40. Torgesen, J.K., Wagner, R.K. & Rashotte, C.A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286. doi:.
41. Van der Leij, A., Bekebrede, J. & Kotterink, M. (2010). Acquiring reading and vocabulary in Dutch and English: The effect of concurrent instruction. Reading and Writing: An Interdisciplinary Journal, 23, 415-434. doi:.
42. Verhoeven, L. (1995). Drie Minuten Toets. Handleiding [Three-minute test]. Arnhem: Cito.
43. Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313-330 doi:.
44. Verhoeven, L., Narain, G., Extra, G., Konak ., O.A. & Zerrouk, R. (1995). Toets Tweetaligheid Handleiding [Test for bilingualism manual]. Arnhem: Cito.
45. Wimmer, H., Landerl, K., Linortner, R. & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition, but still important. Cognition, 40, 218-249. doi:.
46. Yip, V & Matthews, S. (2007). Relative clauses in Cantonese-English bilingual children: Typological challenges and processing motivations. Studies in Second Language Acquisition, 29, 277-300. doi:.
47. Ziegler, J.C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L. et al. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21, 551-559. doi:.