Conceptual and methodological issues in comparing metalinguistic awareness across languages

Learning to Read Across Languages: Cross-Linguistic Relationships in First- and Second-Language Literacy Development

Volumn , Issue , 2007, Pages 39-67

  Kuo, Li Jen ^a   Anderson, Richard C ^b  

^a NORTHERN ILLINOIS UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917377748     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203935668     Document Type: Chapter

References (123)

1. Abu-Rabia, S. & Siegel, L. S. (2002) Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children. Journal of Psycholinguistic Research, 31, 661-78.
2. Altmann, G. T. M., Garnham, A., & Dennis, Y. (1992) Avoiding the garden path: eye movements in contexts. Journal of Memory and Language, 31, 685-712.
3. Anderson, R. C. & Freebody, P. (1981) Vocabulary knowledge. In J. Guthrie (ed.), Comprehension and teaching: research reviews (pp. 77-117). Newark, DE: International Reading Association.
4. Anglin, J. M. (1993) Vocabulary development: a morphological analysis. Monographs of the Society for Research in Child Development 58, Serial#238.
5. Assink, E. & Sandra, D. (2003) Reading complex words: cross-language studies. Dordrecht, the Netherlands: Kluwer.
6. Bialystok, E. (1988) Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 88, 560-7.
7. Bialystok, E. (2001) Bilingualism in development: language, literacy and cognition. Cambridge, UK: Cambridge University Press.
8. Bialystok, E. & Ryan, E. B. (1985) Toward a definition of metalinguistic skill. Merrill-Palmer Quarterly, 31, 229-51.
9. Bialystok, E. & Majumder, S. (1998) The relationship between bilingualism and the development of cognitive processes in problem-solving. Applied Psycholinguistics, 19, 69-85.
10. Bialystok, E., Majumder, S., & Martin, M. M. (2003) Developing phonological awareness: is there a bilingual advantage? Applied Psycholinguistics, 24, 27-44.
11. Boutet, J., Gauthier, F., Saint-Pierre, M. (1983) Savoir dire sur la phrase. Archives de Psychologie, 51, 205-28.
12. Bradley, L. & Bryant, P. E. (1983) Categorizing sounds and learning to read: a causal connection. Nature, 310, 419-21.
13. Brown, H. D. (1994) Principles of language learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents.
14. Bruck, M. & Genesee, F. (1995) Phonological awareness in young second language learners. Journal of Child Language, 22, 307-24.
15. Burani, C. & Caramazza, A. (1987) Representation and processing of derived words. Language and Cognitive Processes, 2, 217-27.
16. Campbell, R. & Sais, E. (1995) Accelerated metalinguistic (phonological) awareness in bilingual children. British Journal of Developmental Psychology, 13, 61-8.
17. 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.
18. Carlisle, J. F. (1995) Morphological awareness and early reading achievement (pp. 189-209). In L. Feldman (ed.), Morphological aspects of language processing. Hillsdale, NJ: Lawrence Erlbaum Associates.
19. Carlisle, J. (2003). Morphology matters in learning to read: a commentary. Reading Psychology, 24, 291-322.
20. Cazden, C. B. (1976) Play with language and metalingusitic awareness: one dimension of language experience. In J. S. Bruner, A. Jolley, & K. Silva (eds.), Play: its role in development and evolution. New York: Basic Books.
21. 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, 142-51.
22. Chiappe, P. & Siegel, L. S. (1999) Phonological awareness and reading acquisition in English-and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91, 20-8.
23. Chiappe, P., Siegel, L. S., & Gottardo, A. (2002) Reading-related skills of kinder garteners from diverse linguistic backgrounds. Applied Psycholinguistics, 23, 95-116.
24. Cisero, C. A. & Royer, J. M. (1995) The development of cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275-303.
25. Clahsen, H., Sonnenstuhl, I., & Blevins, J. (in press) Derivational morphology in the German mental lexicon: a dual mechanism account. In H. Baayen & R. Schreuder, (eds.), Aspects of morphological processing. Mouton de Gruyter.
26. Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999) A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91(1), 29-43.
27. Cossu, F., Shankweiler, D., Liberman, I. Y., Toal, G., & Katz, L. (1988) Awareness of phonological segments and reading ability in Italian children. Applied Psychology, 9, 1-16.
28. Cromdal, J. (1999) Childhood bilingualism and metalinguistic skills: analysis and control in young Swedish-English bilinguals. Applied Psycholinguistics, 20, 1-20.
29. Cummins, J. (1978) Bilingualism and the development of metalinguistic awareness. Journal of Cross-Cultural Psychology, 9(2), 131-49.
30. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 221-51.
31. Cummins, J. (1980) The cross-lingual dimensions of language proficiency: implications for bilingual education and the optimal age issue. TESOL Quarterly, 14, 175-87.
32. Cummins, J. (1981) The role of primary language development in promoting educational success for language minority students (pp. 3-49). In California State Department of Education (ed.), Schooling and language minority students: a theoretical framework. Los Angeles, California: Department of Education, Evaluation, Dissemination and Assessment Center.
33. Cummins, J. (1991) Interdependence of first-language second-language proficiency in bilingual children. In E. Bialystok (ed.), Language processing in bilingual children. New York, NY: Cambridge University Press.
34. Cummins, J. (1994) Primary language instruction and the education of language minority students (pp. 3-45). In California State Department of Education (ed.), Schooling and language minority students: a theoretical framework. Los Angeles, California: Department of Education, Evaluation, Dissemination and Assessment Center.
35. Cutler, A. & Butterfield, S. (1992). Rhythmic cues to speech segmentation: evidence from juncture misperception. Journal of Memory and Language, 31, 218-36.
36. D'Angiulli, A., Siegel, L. S., & Serra, E. (2001) The development of reading in English and Italian bilingual children. Applied Psycholinguistics, 22, 479-507.
37. Da Fontoura, H. A. & Siegel, L. S. (1995) Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children. Reading, & Writing, 7(1), 139-53.
38. Diaz, R. M. (1985) Bilingual cognitive development: addressing three gaps in current research. Child Development, 56, 1376-88.
39. Droop, M. & Verhoeven, L. (2003) Language proficiency and reading ability in first-and second-language learners. Reading Research Quarterly, 38, 78-103.
40. Durgunoglu, A. (2002) Cross-linguistic transfer in literacy and implications for language learners. Annals of Dyslexia, 52, 189-204.
41. Durgunoglu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993) Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-65.
42. Durgunoglu, A., Peynircioglu, Z. F., & Mir, M. (2002) The role of formal definitions in reading comprehension of bilingual students. In R. R. Heredia, & J. Altarriba (eds.), Bilingual sentence processing (pp. 299-316). Amsterdam: Elsevier Science Publisher.
43. Galambos, S. J. & Hakuta, K. (1988) Subject-specific and task-specific characteristics of metalinguistic awareness in bilingual children. Applied Psycholinguistics, 9, 141-62.
44. Galambos, S. J. & Goldin-Meadow, S. G. (1990) The effects of learning two languages on levels of metalinguistic awareness. Cognition, 34, 1-56.
45. Garcia, G. E. (1991) Factors influencing the English reading test performance of Spanish-speaking Hispanic children. Reading Research Quarterly, 26(4), 371-92.
46. Garcia, G. E. (2000) Bilingual children's reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, R. Barr (eds.), Handbook of reading research: Vol. III (pp. 813-34). Mahwah: NJ: Lawrence Erlbaum Associates.
47. Garcia, G. E., Jimenez, R. T., & Pearson, P. D. (1998) Metacognition, childhood bilingualism, and reading. In J. H. Douglas, & J. Dunlosky (eds.), Metacognition in educational theory and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
48. Gass, S. M. & Selinker, L. (1994). Second language acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates.
49. Gaustad, M. G. (2000) Morphographic analysis as a word identification strategy for deaf readers. Journal of Deaf Studies & Deaf Education, 5, 60-80.
50. Gaux, C. & Gombert, J. E. (1999). Implicit and explicit syntactic knowledge and reading in pre-adolescents. British Journal of Developmental Psychology, 17, 169-88.
51. Geva, E. & Siegel, L. S. (2000) Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12, 1-30.
52. Gombert, J. E. (1992) Metalinguistic development. Chicago: University of Chicago Press.
53. Gomeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999) A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91, 29-43.
54. Goswami, U. (1999) The relationship between phonological awareness and orthographic representation in different orthographies. In M. Harris, & G. Hatano (eds.), Learning to read and write: a cross-linguistic perspective (pp. 134-56). Cambridge: Cambridge University Press.
55. Gottardo, A., Stanovich, K. E., & Siegel, L. S. (1996) The relationship between phonological sensitivity, syntactic processing and verbal working memory in the reading performance of third-grade children. Journal of Experimental Child Psychology, 63, 563-82.
56. 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, 530-42.
57. Hakes, D. T. (1980) The development of metalinguistic abilities in children. Berlin: Springer-Verlag.
58. Hakuta, K. & Diaz, R. M. (1985) The relationship between degree of bilingualism and cognitive ability: a critical discussion and some new longitudinal data. In K. E. Nelson (ed.), Children's language (pp. 319-44). Hillsdale: Lawrence Erlbaum Associates.
59. Hancin-Bhatt, B. & Nagy, W. E. (1994) Lexical transfer and second language morphological development. Applied Psycholinguistics, 15, 289-310.
60. Harley, T. (2001) The psychology of language. New York: Psychology Press.
61. Ho, C., S.-H., Wong, W.-L., & Chan, W.-S. (1999) The use of orthographic analogies in learning to read Chinese. Journal of Child Psychology, 40, 393-403.
62. Ho, C., S.-H., Ng, T.-T., & Ng, W.-K. (in press) A "radical" approach to reading development in Chinese: the role of semantic radicals and phonetic radicals. Journal of Literary Research, 35(3), 849-78.
63. Holligan, C. & Johnston, R. S. (1988) The use of phonological information by good and poor readers in memory and reading tasks. Memory and Cognition, 16, 522-32.
64. Jannedy, S., Poletto, R., Weldon, T. L. (1991). Language files. Columbus, OH: Ohio State University.
65. Jimenez, R. T., Garcia, G. E., & Pearson, P. D. (1995) Three children, two languages, and strategic reading: case studies in bilingual/monolingual reading. American Educational Research Journal, 32, 67-97.
66. Johnson, E. K., Jusczyk, P. W., Cutler, A., & Norris, D. (2003) Lexical viability constraints on speech segmentation by infants. Cognitive Psychology, 46, 65-97.
67. Juel, C., Griffith, P. L., & Gough, P. B. (1986) Acquisition of literacy: a longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-55.
68. Jusczyk, P. W., Cutler, A., & Redanz, N. J. (1993) Infants' preference for the predominant stress patterns of English words. Child Development, 64, 675-87.
69. Ku, Y.-M. & Anderson, R. C. (2003) Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16, 399-422.
70. Lado, R. (1957) Linguistics across cultures. Ann Arbor: University of Michigan Press.
71. Leong, C. K. (1999) Phonological and morphological processing in adult students with learning/reading disabilities. Journal of Learning Disabilities, 32, 224-38.
72. Lesaux, N. K. & Siegel, L. S. (2003) The developmental of reading in children who speak English as a second language. Developmental Psychology, 39, 1005-19.
73. Lesaux, N. K., Lipka, O., & Siegel, L. S. (2003) Syntactic awareness as the red herring? Reading comprehension skills of children from diverse linguistic backgrounds. Unpublished manuscript. The University of British Columbia.
74. Lesaux, N. K., Siegel, L. S., & Rupp, A. A. (2003) The developmental of reading skills in children from diverse linguistic backgrounds: findings from a 5-year longitudinal study. The University of British Columbia.
75. Lesaux, N.K., Lipka, O., & Siegel, L. S. (2006) Investigating congitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds. Reading and Writing, 19(1), 99-131.
76. 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 Publishers.
77. Lindsey, K. A., Manis, F. R., & Bailey, C. E. (2003) Prediction of first-grade reading in Spanish-speaking English-language learners. Journal of Educational Psychology, 95, 482-94.
78. Liow, S. J. R. & Poon, K K. L. (1998) Phonological awareness in multilingual Chinese children. Applied, Psycholinguistics, 19, 339-62.
79. Lipka, O. & Siegel, L. S. (2003) The development of reading skills of children with English as a second language from different language backgrounds. Unpublished manuscript. The University of British Columbia.
80. Lipka, O. & Siegel, L. S. (2007) The development of reading skills in children with English as a second language. Scientific Studies of Reading, 11(2), 105-31.
81. Luk, G. C.-M. (2003) Exploring the latent factors behind inter-language correlations in reading and phonological awareness. Master's thesis, York University, Toronto.
82. McQueen, J. M., Norris, D. G., & Cutler, A. (1994) Competition in spoken word recognition: spotting words in other words. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 621-38.
83. Mahony, D., Singson, M., & Mann, V. (2000) Reading ability and sensitivity to morphological relations. Reading and Writing: An Interdisciplinary Journal, 12, 191-218.
84. Mattingly, I. G. (1984) Reading, linguistic awareness, and language acquisition. In J. Downing, & R. Valtin (eds.) Language awareness and learning to read (pp. 9-26). New York: Springer-Verlag.
85. Mattys, S. L. & Jusczyk, P. W. (2001) Phonotactic cues for segmentation of fluent speech by infants. Cognition, 78, 91-121.
86. Morgan, J. L. & Saffran, J. R. (1995) Emerging integration of sequential and suprasegmental information in preverbal speech segmentation. Child Development, 66, 911-36.
87. Mumtaz, S. & Humphreys, G. W. (2001) The effects of bilingualism on learning to read English: evidence from the contrast between Urdu-English bilingual and English monolingual children. Journal of Research in Reading, 24(2), 113-34.
88. Muter, V. & Diethelm, K. (2001) The contribution of phonological skills and letter knowledge to early reading development in a multilingual population. Language Learning, 51(2), 187-219.
89. Nagy, W. E. & Anderson, R. C. (1984) How many words are there in printed school English? Reading Research Quarterly, 19, 304-30.
90. Nagy, W. & Gentner, D. (1990) Semantic constraints on lexical categories. Language and Cognitive Processes, 5, 169-201.
91. Nagy, W. E. & Scott, J. A. (1990) Word schemas: expectations about the form and meaning of new words. Cognition & Instruction, 7, 105-27.
92. Nagy, W. E. & Anderson, R. C. (1998) Metalinguistic awareness and literacy acquisition in different languages. In D. Wagner, R. Venezy, & B. Street (eds.), Literacy: an international handbook (pp. 155-60). Boulder, CO: Westview Press.
93. Nagy, W. E. & Scott, J. A. (2000) Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, R. Barr (eds.), Handbook of reading research: Vol. III (pp. 269-84). Mahwah, NJ: Erlbaum.
94. Nagy, W. E., Anderson, R. C., Schommer, M., Scott, J. A., & Stallman, A. C. (1989) Morphological families in the internal lexicon. Reading Research Quarterly, 24, 263-82.
95. Nagy, W. E., Kuo-Kealoha, A., Wu, X., Li, W., Anderson, R. C., & Chen, X. (2002) The role of morphological awareness in learning to read Chinese. In W. Li, J. S. Gaffney, & J. L. Packard (eds.), Chinese language acquisition: theoretical and pedagogical issues (pp. 59-86). Norwell, MA: Kluwer Academic Publisher.
96. Napps, S. E. (1989) Morphemic relationships in the lexicon: are they distinct from semantic and formal relationships? Memory and Cognition, 17, 729-39.
97. Nation, K. & Snowling, M. J. (2000) Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistcs, 21, 229-41.
98. Niswander, E., Pollatsek, A., & Rayner, K. (2000) The processing of derived and inflected suffixed words during reading. Language and Cognitive Processes, 15: 4/5, 389-420.
99. Nunes, T., Bryant, P., & Olsson, J. (2003) Learning morphological and phonological spelling rules: an intervention study. Scientific Studies of Reading, 7, 289-307.
100. Porpodas, C. (1993) The relation between phonemic awareness and reading and spelling of Greek words in the first school years. In M. Carretero, M. Pope, R. J. Simons and J. I. Pozo (eds.), Learning and instruction, Vol. III, (pp. 203-17). Oxford: Pergamon Press.
101. Pratt, C. & Grieve, R. (1984) The development of metalinguistic awareness: an introduction. In W. E. Tunmer, C. Pratt, & M. L. Herriman (eds.), Metalinguistic awareness in children. Berlin: Springer-Verlag.
102. Ricciardelli, L. (1992) Bilingualism and cognitive development in relation to threshold theory. Journal of Psycholinguistic Research, 21, 301-16.
103. Sandra, D. (1994) The morphology of the mental lexicon: internal word structure viewed from psycholinguistic perspective. Language and Cognitive Processes, 9, 227-69.
104. Schneider, W. & Naslund, J. C. (1999) The impact of early phonological processing skills on reading and spelling in school: evidence from the Munich Longitudinal Study. In F. E. Weindert and W. Schneider (eds.), Individual development from 3 to 12: findings from the Munich Longitudinal Study. Cambridge: Cambridge University Press.
105. Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. E., Brady, S. A., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E., & Shaywitz, B. A. (1995) Cognitive profiles of reading disabled children: comparisons of language skills in phonology, morphology and syntax. Psychological Science, 6, 149-56.
106. Shu, H. & Anderson, R. C. (1997) Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32, 78-89.
107. Siegel, L. (1993) Phonological processing deficits as the basis of a reading disability. Developmental Review, 13, 246-57.
108. Siegel, L. S. & Lipka, O. (2003) Syntactic awareness skills in English of children with English as a second language who speak Slavic or Chinese languages as a first language. Unpublished manuscript. The University of British Columbia.
109. Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984) Assessing phonological awareness in kindergarten children: issues of task comparability. Journal of Experimental Child Psychology, 38, 175-90.
110. Taft, M. (1991) Reading and the mental lexicon. Hillsdale, NJ: Earlbaum.
111. Tahta, S., Wood, M., & Lowenthal, K. (1981) Foreign accents: factors relation to transfer of accent from the first language to the second language. Language and Speech, 24, 265-72.
112. Treiman, R. and Zukowski, A. (1991). Levels of phonological awareness. In S. Brady and D. Shankweiler (eds.), Phonological processes in literacy. Hillsdale, NJ: Erlbaum.
113. Tunmer, W. E. & Nesdale, A. R. (1985) Phonemic segmentation skill and beginning reading. Journal of Educational Psychology, 77, 417-27.
114. Tunmer, W. E., Herriman, M., & Nesdale, A. (1988) Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134-58.
115. van Gelderen, A., Schoonen, R., de Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2004) Linguistic knowledge, processing speed, and metacognitive knowledge in first-and second-language reading comprehension: a componential analysis. Journal of Educational Psychology, 96, 19-30.
116. Van Kleeck, A. (1982) The emergence of linguistic awareness: a cognitive framework, Merrill-Palmer Quarterly, 29, 237-65.
117. Vellutino, F. R. & Scanlon, D. M. (1987) Phonological coding, phonological awareness, and reading ability: evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-63.
118. Verhoeven, L. T. (1991) Predicting minority children's bilingual proficiency: child, family, and institutional factors. Language Learning, 41, 205-33.
119. Verhoeven, L. T. (1994) Transfer in bilingual development: the linguistic interdependency hypothesis revisited. Language Learning, 44, 381-415.
120. Verhoeven, L. T. (2000) Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313-30.
121. Wimmer, H., Lander, K. & Schneider, W. (1994). The role of rime awareness in learning to read a regular orthography. British Journal of Developmental Psychology, 12(4), 469-84.
122. Zhou, X. & Marslen-Wilson, W. (1994) Words, morphemes, and syllables in the Chinese mental lexicon. Language and Cognitive Processes, 9, 393-422.
123. Zhou, X. & Marslen-Wilson, W. (1995) Morphological structure in the Chinese mental lexicon. Language and Cognitive Processes, 10, 545-600.