Xin Sun|Kehui Zhang|Rebecca A. Marks|Nia Nickerson|Rachel L. Eggleston|Chi?Lin Yu|Tai?Li Chou|Twila Tardif|Ioulia Kovelman
What’s in a word? Cross?linguistic influences on Spanish–English and Chinese–English bilingual children’s word reading development
University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|National Taiwan University|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor
abstract study investigates crosslinguistic transfer literacy skills spanishenglish chineseenglish bilingual english monolingual children n 283 510 years research question 1 examines english literacy asks phonological morphosemantic skills contribute word reading function childrens language background structural equation modeling revealed contrasting bilingual effects compared english monolinguals spanishenglish bilinguals relied phonological awareness word reading whereas chineseenglish bilinguals relied lexical knowledge research question 2 examines relations bilinguals heritage language proficiency english literacy results revealed direct indirect effects heritage language metalinguistic skills english word reading study yields implications reading theories instructional practices optimizing literacy linguistically diverse children