ERIC Number: EJ1251729
Record Type: Journal
Publication Date: 2020-Apr
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0736-9387
EISSN: N/A
English Phonological Specificity Predicts Early French Reading Difficulty in Emerging Bilingual Children
Krenca, Klaudia; Gottardo, Alexandra; Geva, Esther; Chen, Xi
Annals of Dyslexia, v70 n1 p27-42 Apr 2020
The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., "foal" and "sole") and French (e.g., "bac" "bin" and "bague" "ring") word pairs contrasted by minimal phonological differences. The results indicated that the dynamic test of lexical specificity in English contributed significantly to the prediction of children's French at-risk reading status at the end of Grade 1 after controlling for French phonological awareness and nonverbal reasoning skills. However, French lexical specificity did not predict children's reading risk classification in French after controlling for French phonological awareness. Thus, it may be feasible to identify at-risk status in emerging bilinguals using dynamic measures in their stronger language.
Descriptors: French, Dyslexia, English, Native Language, Second Language Learning, Bilingualism, Grade 1, Elementary School Teachers, Phonology, Immersion Programs, Foreign Countries, Language Dominance, At Risk Students, Classification, Prediction, Computer Games, Vocabulary Development, Computer Assisted Testing, Phonological Awareness, Nonverbal Ability
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A