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The contribution of phonological and morphological awareness in Chinese–English bilingual reading acquisition

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Abstract

The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M age = 8.26 years) between Grades 1–4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime, compound structures and polysemy (i.e. words with multiple meanings) were measured using conceptually comparable tasks in both languages. Oral vocabulary, single word reading, and reading comprehension were also assessed. Path analysis revealed significant direct effects from Chinese rime awareness to both English word reading and reading comprehension. English phoneme awareness also had a significant direct effect on Chinese word reading. There was a significant direct effect from Chinese polyseme identification to English reading comprehension. Awareness of compound structure in one language also had indirect effects on reading outcomes in the other language via within-language compound structure awareness. These finding provided evidence for bi-directional cross-language phonological and morphological transfer in Chinese–English bilingual reading acquisition.

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Notes

  1. Number denotes the lexical tone of the syllable.

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Acknowledgements

The current study was based on part of the second author’s dissertation project under the third author’s supervision. The current study was supported by the NIH/NICHD R01 grant (R01HD048438) awarded to the third author. The first author took the leadership in re-analyzing the data and writing up the manuscript. We would like to thank Dr. Ji Seung Yang for her valuable advice and assistance in running the path analysis.

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Authors and Affiliations

  1. Department of Psychology, University of Southern California, Los Angeles, CA, USA

    Candise Y. Lin

  2. Department of Human Development and Quantitative Methodology, University of Maryland, 3304C Benjamin Building, College Park, MD, 20742, USA

    Chenxi Cheng & Min Wang

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  1. Candise Y. Lin
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  2. Chenxi Cheng
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  3. Min Wang
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Correspondence to Min Wang.

Appendix

Appendix

See Tables 5, 6 and Fig. 3.

Table 5 Chinese to English full path model estimates, direct and indirect effects
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Table 6 English to Chinese full path model estimates, direct and indirect effects
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Fig. 3
figure 3

Full cross-language path models. Eng = English, vocab = oral vocabulary, comp struc = compound structure, pho del = phoneme deletion, polyseme = polyseme identification, reading comp = reading comprehension. Chi = Chinese, onset = onset oddity, rime = rime oddity, tone = Chinese tone oddity

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Lin, C.Y., Cheng, C. & Wang, M. The contribution of phonological and morphological awareness in Chinese–English bilingual reading acquisition. Read Writ 31, 99–132 (2018). https://doi.org/10.1007/s11145-017-9775-8

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