Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


New from Cambridge University Press!

ad

Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


New from Brill!

ad

Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children'
Author: GloriaRamirez
Institution: 'Thompson Rivers University'
Author: XiChen
Institution: 'University of Toronto'
Author: EstherGeva
Institution: 'University of Toronto'
Author: YangLuo
Institution: 'University of Toronto'
Linguistic Field: 'Applied Linguistics; Language Acquisition; Psycholinguistics'
Subject Language: 'Chinese, Mandarin'
' English'
' Spanish'
Abstract: This study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Chinese-speaking ELLs performed similarly to monolingual English speakers on English compound awareness, and monolingual English speakers outperformed Spanish-speaking ELLs. Spanish-speaking ELLs and monolingual children, in contrast, both outperformed Chinese-speaking ELLs on derivational awareness. Another key finding was that in all three groups of children, morphological awareness made a unique contribution to word reading after controlling for nonverbal ability, maternal education, and other reading related variables. These results underscore the influence of first language structure on the development of second language morphological awareness, and the similar contribution of morphological awareness to word reading across monolinguals and ELLs.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 32, Issue 3, which you can read on Cambridge's site or on LINGUIST .



Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page