Cross-Language Transfer of Phonological and Orthographic Processing Skills from Spanish L1 to English L2

Autor/inn/en	Sun-Alperin, M. Kendra; Wang, Min
Titel	Cross-Language Transfer of Phonological and Orthographic Processing Skills from Spanish L1 to English L2
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 24 (2011) 5, S.591-614 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-009-9221-7
Schlagwörter	Spelling; Language Research; Grade 2; Language Acquisition; Bilingualism; Second Language Learning; Second Languages; Elementary School Students; Grade 3; Bilingual Students; English (Second Language); Spanish; Reading; Orthographic Symbols; Phonology; Phonemes + Suchen Sie Ihr Suchwort? Schreibweise; Sprachforschung; School year 02; 2. Schuljahr; Schuljahr 02; Sprachaneignung; Spracherwerb; Bilingualismus; Zweitsprachenerwerb; Second language; Zweitsprache; School year 03; 3. Schuljahr; Schuljahr 03; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Leseprozess; Lesen; Fonologie; Fonem
Abstract	Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby not likely to transfer to spelling performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10