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Reading and Writing

, Volume 30, Issue 7, pp 1377–1406 | Cite as

Models of English and Chinese word reading for adolescent Chinese–English bilinguals

  • Alexandra Gottardo
  • Poh Wee Koh
  • Xi Chen
  • Fanli Jia
Article
First Online:

Abstract

These two studies examined the processes underlying English and Chinese word reading in Chinese–English bilinguals in relation to their experiences with their second language (L2), as determined by length of time in an English-speaking environment. Phonological awareness, morphological awareness and vocabulary measures were administered in English and Chinese to adolescents and young adults living in Canada. The results show that similar word reading processes were used to read English and Chinese for the bilinguals who were recent immigrants and had less exposure to English. Specifically, vocabulary knowledge was directly related to English and Chinese word reading in the more recent immigrants. However, phonological awareness was not related to English word reading in this group. Conversely, reading processes in the two languages were less similar for participants who were long-term immigrants. In the long-term immigrant group, English reading was related to phonological awareness. The writing system of the first language (L1) exerted an influence on L2 reading and the degree of influence was related to language experience.

Keywords

Chinese–English bilinguals Word reading Language proficiency 
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Notes

Acknowledgements

Funding was provided by Social Sciences and Humanities Research Council of Canada.

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© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  1. 1.Psychology DepartmentWilfrid Laurier UniversityWaterlooCanada
  2. 2.Florida State UniversityTallahasseeUSA
  3. 3.OISE/University of TorontoTorontoCanada
  4. 4.Seton Hall UniversitySouth OrangeUSA

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