Do We ‘Laugh’ or ‘La8gh’? Early Print Knowledge and Its Relation to Learning to Read in English and French

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2021-02-12 DOI:10.1080/10888438.2020.1863970

Sheila Cira Chung, E. Geva, Xi Chen, Hélène Deacon

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引用次数: 3

Abstract

ABSTRACT Models of reading development point to a role for knowledge about the orthography quite late in children’s reading development; here we explore the contributions of early orthographic knowledge – of the features of print – to word reading development between kindergarten and Grade 1. We did so in a longitudinal study of 93 emergent bilingual children whose formal instruction was in French, a different language than they spoke at home, followed from senior kindergarten to Grade 1. Linear regression analyses showed that early print knowledge in both English and French significantly predicted French word reading in Grade 1; no such relations emerged to English word reading. Analyses included control measures of parental education and English vocabulary, phonological awareness, rapid automatized naming, and autoregressive controls of earlier word reading. These results suggest that print knowledge can be used to predict progress in second language word reading in emergent bilingual children.

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我们是“笑”还是“笑”？早期印刷知识及其与英法阅读学习的关系

阅读发展模型指出，正字法知识在儿童阅读发展中的作用相当晚；在这里，我们探讨了早期正字法知识——印刷体的特征——对幼儿园到一年级单词阅读发展的贡献。我们对93名新出现的双语儿童进行了纵向研究，这些儿童的正式教学语言是法语，与他们在家里说的语言不同，从幼儿园到一年级。线性回归分析表明，英语和法语的早期印刷知识对一年级法语单词阅读有显著预测作用；在英语单词阅读中没有出现这样的关系。分析包括父母教育和英语词汇的控制措施、语音意识、快速自动命名以及早期单词阅读的自回归控制。这些结果表明，印刷知识可以用来预测双语儿童第二语言单词阅读的进展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.