The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems.
Open accessAbstract
Two hundred and four 5- and 6-year-olds who were monolingual English-, bilingual English–Chinese-, or Chinese-speaking children beginning to learn English (2nd-language learners) were compared on phonological awareness and word decoding tasks in English and Chinese. Phonological awareness developed in response to language exposure and instruction but, once established, transferred across languages for both bilinguals and 2nd-language learners. In contrast, decoding ability developed sepa-rately for each language as a function of proficiency and instruction in that language and did not transfer to the other language. Therefore, there was no overall effect of bilingualism on learning to read: Performance depended on the structure of the language, proficiency in that language, and instructional experiences with that writing system. These results point to the importance of evaluating the features of the languages and instructional context in which children become biliterate.
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Citations
Cites
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Self-citationNeurolinguists, beware! The bilingual is not two monolinguals in one person.
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Bilingualism and the development of metalinguistic awareness
Cummins, J. (1978) · Journal of Cross-Cultural Psychology · doi:10.1177/002202217892001 · Cited by 366 · cited 2×
“…the acquisition of literacy comes from evidence that bilingualism enhances metalinguistic ability, including word awareness (Ben-Zeev, 1977; Cummins, 1978; Edwards & Christopherson, 1988; Ricciardelli, 1992; Yelland, Pollard, & Mercuri, 1993) and syntactic awareness (Galambos &…”
BackgroundThe relationship between bilingualism and the development of cognitive processes in problem-solving
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The effects of learning two languages on levels of metalinguistic awareness
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“…comes from evidence that bilingualism enhances metalinguistic ability, including word awareness (Ben-Zeev, 1977; Cummins, 1978; Edwards & Christopherson, 1988; Ricciardelli, 1992; Yelland, Pollard, & Mercuri, 1993) and syntactic awareness (Galambos & Goldin-Meadow, 1990; Galambos & Hakuta, 1988).”
Subject-specific and task-specific characteristics of metalinguistic awareness in bilingual children
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Cited by
A systematic review and meta-analysis of the cognitive correlates of bilingualism
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010) · Review of Educational Research · doi:10.3102/0034654310368803 · Cited by 1,132
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Melby-Lervåg, M., & Lervåg, A. (2014) · Psychological Bulletin · doi:10.1037/a0033890 · Cited by 363
Language History Questionnaire (LHQ3): An enhanced tool for assessing multilingual experience
Li, P., Zhang, F., Yu, A., & Zhao, X. (2020) · Bilingualism: Language and Cognition · doi:10.1017/s1366728918001153 · Cited by 339
Acquisition of Literacy in Bilingual Children: A Framework for Research
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Self-citation
Metadata
- Authors
- Bialystok, E., McBride-Chang, C., & Luk, G.
- Venue
- Journal of Educational Psychology
- Published
- 2005-11
- Volume
- 97
- Issue
- 4
- Pages
- 580-590
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1982847761
- Cited by
- 295
- References
- 8
- FWCI
- 10.18
- Type
- journal article
- Language
- en
- Open access
- green
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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.
