Gigi Luk|Ellen Bialystok
Common and distinct cognitive bases for reading in English–Cantonese bilinguals
York University|York University
abstract study explores relationship phonological awareness early reading bilingual children learning read two languages use different writing systems participants 57 cantoneseenglish bilingual 6yearolds learning read languages children completed cognitive measures phonological awareness tasks word identification tests languages cognitive abilities controlled correlation word identification ability performance across languages correspondence phonological awareness measures remained strong pattern confirmed principal components analysis hierarchical regression demonstrated different role phonological awareness factor reading performance language results indicate phonological awareness depends set cognitive abilities applied generally across languages early reading depends common set cognitive abilities conjunction skills specific different writing systems