Skip to main content
SpringerLink
Log in

Reading Integration in Bilingual Speakers

  • Chapter
Methods in Bilingual Reading Comprehension Research

Part of the book series: The Bilingual Mind and Brain Book Series ((BMBBS,volume 1))

  • 1336 Accesses

Abstract

The purpose of this chapter is to describe research methodologies that can be used to examine when and how bilingual readers integrate their representations of texts across languages and how their languages influence these representations. Text representations are described in terms of Kintsch and van Dijk’s concepts of Surface Form, Textbase, and Situation model. We review research methodologies designed to explore each of these levels of representation, such as script manipulations (surface form manipulation), code switching, and mixed-language reading (textbase manipulations), and transfer benefits and background knowledge (situation model manipulations). For each study reviewed, we describe key independent and dependent variables and key procedural issues that need to be controlled, such as properties of the stimuli. The research described here supports the conclusion that bilinguals can integrate text representations at multiple levels.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Akamatsu, N. (2003). The effects of first language orthographic features on second language reading in text. Language Learning, 53, 207–231.

    Article  Google Scholar 

  • Altarriba, J. (1992). The representation of translation equivalents in bilingual memory. Advances in Psychology, 83, 157–174.

    Article  Google Scholar 

  • Altarriba, J., Kroll, J. F., Sholl, A., & Rayner, K. (1996). The influence of lexical and conceptual constraints on reading mixed-language sentences: Evidence from eye fixations and naming times. Memory & Cognition, 24, 477–492.

    Article  Google Scholar 

  • Amrhein, P. C. (1999). On the functional equivalence of monolinguals and bilinguals in “monolingual mode”: The bilingual anticipation effect in picture-word processing. Psychological Science, 10, 230–236.

    Article  Google Scholar 

  • Bernhardt, E. B. (1986). Cognitive processes in L2: An examination of reading behaviors. In J. Lantolf & L. Labarca (Eds.), Research in second language learning: Focus on the classroom (pp. 35–51). Norwood, NJ: Ablex.

    Google Scholar 

  • Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717–726.

    Article  Google Scholar 

  • Carrell, P. L. (1983). Three components of background knowledge in reading comprehension. Language Learning, 33, 183–203.

    Article  Google Scholar 

  • Chen, H. C., & Ng, M. L. (1989). Semantic facilitation and translation priming effects in Chinese-English bilinguals. Memory & Cognition, 17, 454–462.

    Article  Google Scholar 

  • Costa, A., Caramazza, A., & Sebastian-Galles, N. (2000). The cognate facilitation effect: Implications for models of lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 1283–1296.

    PubMed  Google Scholar 

  • Costa, A., & Santesteban, M. (2004). Lexical access in bilingual speech production: Evidence from language switching in highly proficient bilinguals and L2 learners. Journal of Memory and Language, 50, 491–511.

    Article  Google Scholar 

  • Costa, A., Santesteban, M., & Ivanova, I. (2006). How do highly proficient bilinguals control their lexicalization process? Inhibitory and language-specific selection mechanisms are both functional. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 1057–1074.

    PubMed  Google Scholar 

  • Daniel, F., & Raney, G. E. (2007). Capturing the effect of a title on multiple levels of comprehension. Behavior Research Methods, 39, 892–900.

    Article  PubMed  Google Scholar 

  • De Groot, A. M. B. (1992). Bilingual lexical representation: A closer look at conceptual representations. In R. Frost & L. Katz (Eds.), Advances in psychology: Orthography, phonology, morphology, and meaning (pp. 389–412). Amsterdam: Elsevier.

    Chapter  Google Scholar 

  • De Groot, A. M. B. (1993). Word-type effects in bilingual processing tasks. In R. Schreuder & B. Weltens (Eds.), The bilingual lexicon (pp. 27–51). Amsterdam: John Benjamins.

    Chapter  Google Scholar 

  • De Groot, A., & Nas, G. L. (1991). Lexical representation of cognates and noncognates in compound bilinguals. Journal of Memory and Language, 30, 90–123.

    Article  Google Scholar 

  • Dijkstra, A. F. J., & Van Heuven, W. J. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and cognition, 5(3), 175–197.

    Google Scholar 

  • Dussias, P. E. (1997). Sentence matching and the functional head constraint in Spanish/English codeswitching. Spanish Applied Linguistics, 1, 114–150.

    Google Scholar 

  • Dussias, P. E. (2001). Psycholinguistic complexity in codeswitching. International Journal of Bilingualism, 5, 87–100.

    Article  Google Scholar 

  • Ervin, S., & Osgood, C. (1954). Psycholinguistics: A survey of theory and research problems. In C. Osgood & T. Sebeok (Eds.), Psycholinguistics (pp. 139–146). Baltimore, MA: Waverly Press.

    Google Scholar 

  • Fletcher, C. R. (1994). Levels of representation in memory for discourse. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 589–607). San Diego: Academic Press.

    Google Scholar 

  • Fletcher, C. R., & Chrysler, S. T. (1990). Surface forms, textbases, and situation models: Recognition memory for three types of textual information. Discourse Processes, 13, 175–190.

    Article  Google Scholar 

  • Francis, W. S. (1999). Cognitive integration of language and memory in bilinguals: Semantic representation. Psychological Bulletin, 125, 193–232.

    Article  PubMed  Google Scholar 

  • Friesen, D. C., & Jared, D. (2007). Cross-language message-and word-level transfer effects in bilingual text processing. Memory & Cognition, 35, 1542–1556.

    Article  Google Scholar 

  • Gollan, T. H., & Ferreira, V. S. (2009). Should I stay or should I switch? A cost-benefit analysis of voluntary language switching in young and aging bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 640–665.

    PubMed Central  PubMed  Google Scholar 

  • Graesser, A. C., & McNamara, D. S. (2011). Computational analyses of discourse comprehension. Topics in Cognitive Science, 3, 371–398.

    Article  PubMed  Google Scholar 

  • Graesser, A. C., Millis, K. K., & Zwaan, R. A. (1997). Discourse comprehension. In J. T. Spence, J. M. Darley, & D. J. Foss (Eds.), Annual review of psychology (pp. 163–189). Palo Alto, CA: Annual Reviews.

    Google Scholar 

  • Grosjean, F. (1988). Exploring the recognition of guest words in bilingual speech. Language and Cognitive Processes, 3, 233–274.

    Article  Google Scholar 

  • Gullifer, J. W., Kroll, J. F., & Dussias, P. E. (2013). When language switching has no apparent cost: Lexical access in sentence context. Frontiers in Psychology, 4, 1–13.

    Article  Google Scholar 

  • Heredia, R. R., & Altarriba, J. (2001). Bilingual language mixing: Why do bilinguals code-switch? Current Directions in Psychological Science, 10, 164–168.

    Article  Google Scholar 

  • Horiba, Y., van den Broek, P. W., & Fletcher, C. R. (1993). Second language readers’ memory for narrative texts: Evidence for structure-preserving top-down processing. Language Learning, 43, 345–372.

    Article  Google Scholar 

  • Kiesel, A., Steinhauser, M., Wendt, M., Falkenstein, M., Jost, K., Philipp, A. M., et al. (2010). Control and interference in task switching: A review. Psychological Bulletin, 136, 849–874.

    Article  PubMed  Google Scholar 

  • Kintsch, W. (1974). The representation of meaning in memory. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163–182.

    Article  PubMed  Google Scholar 

  • Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.

    Google Scholar 

  • Kintsch, W., & Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363–394.

    Article  Google Scholar 

  • Kintsch, W., Welsch, D., Schmalhofer, F., & Zimny, S. (1990). Sentence memory: A theoretical analysis. Journal of Memory and Language, 29, 133–159.

    Article  Google Scholar 

  • Koda, K. (1990). The use of L1 reading strategies in L2 reading. Studies in Second Language Acquisition, 12, 393–410.

    Article  Google Scholar 

  • Koda, K. (1996). L2 word recognition research: A critical review. Modern Language Journal, 80, 450–460.

    Article  Google Scholar 

  • Kroll, J. F., & De Groot, A. (1997). Lexical and conceptual memory in the bilingual: Mapping form to meaning in two languages. In A. M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 169–199). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149–174.

    Article  Google Scholar 

  • Kroll, J. F., Van Hell, J. G., Tokowicz, N., & Green, D. W. (2010). The revised hierarchical model: A critical review and assessment. Bilingualism, 13, 373–381.

    Article  PubMed Central  PubMed  Google Scholar 

  • Lee, J. F. (1986). Background knowledge and L2 reading. The Modern Language Journal, 70, 350–354.

    Article  Google Scholar 

  • Levy, B. A. (2001). Text processing: Memory representations mediate fluent reading. In M. Naveh-Benjamin, M. Moscovitch, & H. L. Roediger III (Eds.), Perspectives on human memory and cognitive aging: Essay in honour of Fergus Craik (pp. 83–98). Philadelphia: Psychology Press.

    Google Scholar 

  • Levy, B. A., Barnes, L., & Martin, L. (1993). Transfer of fluency across repetitions and across texts. Canadian Journal of Experimental Psychology, 47, 401–427.

    Article  Google Scholar 

  • Levy, B. A., Campsall, J., Browne, J., Cooper, D., Waterhouse, C., & Wilson, C. (1995). Reading fluency: Episodic integration across texts. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1169–1185.

    Google Scholar 

  • Libben, M. R., & Titone, D. A. (2009). Bilingual lexical access in context: Evidence from eye movements during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 381–390.

    PubMed  Google Scholar 

  • McLeod, B., & McLaughlin, B. (1986). Restructuring or automatization? Reading in a second language. Language Learning, 36, 109–127.

    Article  Google Scholar 

  • Meuter, R. F., & Allport, A. (1999). Bilingual language switching in naming: Asymmetrical costs of language selection. Journal of Memory and Language, 40, 25–40.

    Article  Google Scholar 

  • Miccio, A. W., Scheffner-Hammer, C., & Rodriguez, B. (2009). Code-switching and language disorders in bilingual children. In B. E. Bullock & J. A. Toribio (Eds.), Cambridge handbook of linguistic code-switching (pp. 259–270). Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Muljani, D., Koda, K., & Moates, D. R. (1998). The development of word recognition in a second language. Applied Psycholinguistics, 19, 99–113.

    Article  Google Scholar 

  • Myers-Scotton, C. (1995). A lexically based model of codeswitching. In L. Milroy & P. Muysken (Eds.), One speaker, two languages: Cross-disciplinary perspectives on codeswitching (pp. 233–256). Cambridge, England: Cambridge University Press.

    Chapter  Google Scholar 

  • Myers-Scotton, C. (1997). Duelling languages: Grammatical structure in codeswitching (2nd ed.). Oxford: Oxford University Press.

    Google Scholar 

  • Nagy, W. E., García, G. E., Durgunoğlu, A. Y., & Hancin-Bhatt, B. (1993). Spanish-English bilingual students’ use of cognates in English reading. Journal of Literacy Research, 25(3), 241–259.

    Article  Google Scholar 

  • Nassaji, H. (2002). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning, 52, 439–481.

    Article  Google Scholar 

  • O’Brien, E. J., Raney, G. E., Albrecht, J. E., & Rayner, K. (1997). Processes involved in the resolution of explicit anaphors. Discourse Processes, 23, 1–24.

    Article  Google Scholar 

  • Philipp, A. M., & Koch, I. (2009). Inhibition in language switching: What is inhibited when switching between languages in naming tasks? Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1187–1195.

    PubMed  Google Scholar 

  • Poplack, S., & Meechan, M. (1998). Introduction: How languages fit together in codemixing. In S. Poplack & M. Meechan (Eds.), Instant loans, easy conditions: The productivity of bilingual borrowing. International Journal of Bilingualism, 2 [special issue], (pp. 127–138). London: Kingston Press.

    Google Scholar 

  • Potter, M. C., So, K. F., Eckardt, B. V., & Feldman, L. B. (1984). Lexical and conceptual representation in beginning and proficient bilinguals. Journal of Verbal Learning and Verbal Behavior, 23, 23–38.

    Article  Google Scholar 

  • Prior, A., & MacWhiney, B. (2010). A bilingual advantage in task switching. Bilingualism: Language and cognition, 13, 253–262.

    Article  Google Scholar 

  • Raney, G. E. (2003). A context-dependent representation model for explaining text repetition effects. Psychonomic Bulletin & Review, 10, 15–28.

    Article  Google Scholar 

  • Raney, G. E., Atilano, R., & Gomez, L. (1996, November). Language representation and bilingual reading. Presented at the 37th annual meeting of the Psychonomic Society, Chicago, IL.

    Google Scholar 

  • Raney, G. E., Obeidallah, S., & Miura, T. (2002). Text comprehension in bilinguals: Integrating perspectives on language representation and text processing. In R. R. Heredia & J. Altarriba (Eds.), Bilingual sentence processing (pp. 165–186). Amsterdam: Elsevier.

    Chapter  Google Scholar 

  • Raney, G. E., & Rayner, K. (1995). Word frequency effects and eye movements during two readings of a text. Canadian Journal of Experimental Psychology, 49, 151–172.

    Article  PubMed  Google Scholar 

  • Raney, G. E., Therriault, D., & Minkoff, S. (2000). Repetition effects from paraphrased text: Evidence for an integrative model of text representation. Discourse Processes, 28, 61–81.

    Article  Google Scholar 

  • Roller, C. A., & Matambo, A. R. (1992). Bilingual readers’ use of background knowledge in learning from text. TESOL Quarterly, 26, 129–141.

    Article  Google Scholar 

  • Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. E. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33–58). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Schwartz, A. I., & Kroll, J. F. (2006). Bilingual lexical activation in sentence context. Journal of Memory and Language, 55, 197–212.

    Article  Google Scholar 

  • Van Assche, E., Duyck, W., Hartsuiker, R. J., & Diependaele, K. (2009). Does bilingualism change native-language reading? Cognate effects in a sentence context. Psychological Science, 20, 923–927.

    Article  PubMed  Google Scholar 

  • Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.

    Google Scholar 

  • Van Hell, J. G., & De Groot, A. (1998). Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association. Bilingualism: Language and Cognition, 1, 193–211.

    Article  Google Scholar 

  • Van Hell, J. G., & de Groot, A. (2008). Sentence context modulates visual word recognition and translation in bilinguals. Acta Psychologica, 128(3), 431–451.

    Article  PubMed  Google Scholar 

  • Weinreich, U. (1953). Languages in contact. New York: The Linguistic Circle of New York.

    Google Scholar 

  • Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and memory. Psychological Bulletin, 123, 162–185.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology (MC 285), University of Illinois at Chicago, 1007 W. Harrison Street, Chicago, IL, 60607, USA

    Gary E. Raney Ph.D. & Joanna C. Bovee

Authors
  1. Gary E. Raney Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Joanna C. Bovee
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gary E. Raney Ph.D. .

Editor information

Editors and Affiliations

  1. Texas A&M International University, Dept. of Psychology and Communication, Laredo, Texas, USA

    Roberto R. Heredia

  2. University at Albany, State University of New York, Department of Psychology, Albany, New York, USA

    Jeanette Altarriba

  3. Texas A&M International University, Dept. of Psychology and Communication, Laredo, Texas, USA

    Anna B. Cieślicka

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media New York

About this chapter

Cite this chapter

Raney, G.E., Bovee, J.C. (2016). Reading Integration in Bilingual Speakers. In: Heredia, R., Altarriba, J., Cieślicka, A. (eds) Methods in Bilingual Reading Comprehension Research. The Bilingual Mind and Brain Book Series, vol 1. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-2993-1_7

Download citation

Publish with us

Policies and ethics

Search

Navigation