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ERIC Number: EJ1165459
Record Type: Journal
Publication Date: 2018-Jan
Pages: 34
Abstractor: As Provided
ISSN: ISSN-0922-4777
The Contribution of Phonological and Morphological Awareness in Chinese-English Bilingual Reading Acquisition
Lin, Candise Y.; Cheng, Chenxi; Wang, Min
Reading and Writing: An Interdisciplinary Journal, v31 n1 p99-132 Jan 2018
The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M[subscript age] = 8.26 years) between Grades 1-4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime, compound structures and polysemy (i.e. words with multiple meanings) were measured using conceptually comparable tasks in both languages. Oral vocabulary, single word reading, and reading comprehension were also assessed. Path analysis revealed significant direct effects from Chinese rime awareness to both English word reading and reading comprehension. English phoneme awareness also had a significant direct effect on Chinese word reading. There was a significant direct effect from Chinese polyseme identification to English reading comprehension. Awareness of compound structure in one language also had indirect effects on reading outcomes in the other language via within-language compound structure awareness. These finding provided evidence for bi-directional cross-language phonological and morphological transfer in Chinese-English bilingual reading acquisition.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R01HD048438