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Crossover: The role of morphological awareness in French immersion children's reading.
Abstract
Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological awareness) and reading of English and French in a group of 58 French immersion children across Grades 1-3. Early measures of English morphological awareness were significantly related to both English and French reading, after controlling for several variables. In contrast, early measures of French morphological awareness were significantly related to French reading only. Later measures of morphological awareness in French were significantly related to English and French reading. These relationships persisted even after controlling for several variables. Results of this study suggest that morphological awareness can be applied to reading across orthographies and that this relationship changes as children build their language and literacy skills. These findings are discussed in light of current theories of second-language reading acquisition.
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Cites
Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic.
Abu-Rabia, S., Share, D., & Mansour, M. S. (2003) · Reading and Writing · doi:10.1023/a:1024237415143 · Cited by 208
Cited by
Cross-language transfer of morphological awareness in Chinese-English bilinguals.
Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., & Ramirez, G. (2011) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2010.01484.x · Cited by 265
Ramirez, G., Chen, X., Geva, E., & Kiefer, H. (2010) · Reading and Writing · doi:10.1007/s11145-009-9203-9 · Cited by 249
Chung, S. C., Chen, X., & Geva, E. (2019) · Journal of Neurolinguistics · doi:10.1016/j.jneuroling.2018.01.003 · Cited by 203
KIEFFER, M. J., & LESAUX, N. K. (2012) · Applied Psycholinguistics · doi:10.1017/s0142716411000099 · Cited by 157
KIEFFER, M. J., BIANCAROSA, G., & MANCILLA-MARTINEZ, J. (2013) · Applied Psycholinguistics · doi:10.1017/s0142716411000920 · Cited by 105
Metadata
- Authors
- Deacon, S. H., Wade-Woolley, L., & Kirby, J.
- Venue
- Developmental Psychology
- Published
- 2007-05
- Volume
- 43
- Issue
- 3
- Pages
- 732-746
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W1985769748
- Cited by
- 249
- References
- 1
- FWCI
- 12.18
- Type
- journal article
- Language
- en
- Open access
- closed
- Funders
- Social Sciences and Humanities Research Council of Canada (410-00-0519)
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- Deacon, S. H., Wade-Woolley, L., & Kirby, J. (2007). Crossover: The role of morphological awareness in French immersion children's reading. Developmental Psychology. https://doi.org/10.1037/0012-1649.43.3.732
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
