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Cross-lag analysis of early reading and spelling development for bilinguals learning English and Asian scripts

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Abstract

Reading and writing skills are intricately associated, and their mutual influence is seen as a dynamic process during literacy development for English. However, a broader understanding of the cross-domain development of literacy would be gained by examining literacy acquisition across different languages and scripts. An advantageous approach is to examine multiple language learning in a within-person design by investigating bilinguals during the earliest phases of literacy development. In this study, we contrast bilingual children who are learning English plus an Asian script (Chinese, Malay, or Tamil) to shed some light on language-general and -specific aspects of the interrelations of literacy skills. In a longitudinal design using cross-lag analysis, 620 bilingual children were administered reading and writing (spelling) tasks for English and their other script across 3 years (kindergarten into primary school entry). Models of English reading and writing were different for the three bilingual groups: Chinese and Tamil speakers showed relational patterns similar to monolingual results, but Malay speakers showed only a later reading-to-spelling influence. Models of cross-domain relations within each additional language also revealed differences across groups, suggesting language specific aspects of literacy development. Malay, a transparent orthography, supported bi-directional influence across skills consistently, while Chinese showed only an initial bidirectional influence, and Tamil supported a later spelling-to reading influence. Finally, cross-language influences differed between bilingual groups for each skill: with a consistent mutual influence for Malay–English reading, and a mutual influence for early Chinese–English spelling and later Malay–English spelling. Findings suggest that new perspectives of cross-linguistic models of literacy development are in order.

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Notes

  1. We use the term grapheme inclusively to include any printed symbolic representations of language units like sounds or words (e.g., letter, groups of letters (gh and ph), aksharas, and characters) throughout the paper.

  2. The phoneme symbols used are from the ISO 15919 "Transliteration of Devanagari and related Indic scripts into Latin characters, 2001. The / / symbols indicate the speech sounds of one or a set of aksharas.

  3. The phoneme symbols used are International Phonetic Association, 1999. The / / symbols indicate the speech sounds of one or a set of aksharas.

  4. For about half of the Chinese/English children (N = 143), they were enrolled in schools that advertised use of a ‘bilingual approach’ curriculum, meaning both English and Chinese languages were used throughout the school day, and outside the block of Chinese language instruction.

  5. The term spelling is used throughout for consistency, even though for the Chinese tasks it is more accurately considered as writing tasks.

  6. As noted above, roughly half of the Chinese/English children were enrolled in traditional classrooms like the Tamil/English and Malay/English children, while the other half encountered ‘bilingual approach’ schools. To examine the comparability of those in different programs, we ran the same 4 cross-lag analyses (a–d) with only the subsample of Chinese/English children in traditional classrooms. The results demonstrated minimal differences in the fit indices of the models for this subgroup, and revealed the same patterns in the relationship between reading and spelling.

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Acknowledgements

This study was funded by the Education Research Funding Programme, National Institute of Education (NIE), Nanyang Technological University, Singapore, Project No. OER 09/14RB. The views expressed in this paper are the author’s and do not necessarily represent the views of NIE. The authors would like to thank the participating children, parents and schools. Portions of the paper were presented at the annual conference for ARWA, 2019, Goa, India.

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  1. Centre for Research in Child Development, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore

    Beth A. O’Brien, Nicole Cybil Lim, Malikka Begum Habib Mohamed & Nur Artika Arshad

  2. Centre for Research and Development in Learning, Nanyang Technological University, Singapore, Singapore

    Beth A. O’Brien

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O’Brien, B.A., Lim, N.C., Habib Mohamed, M.B. et al. Cross-lag analysis of early reading and spelling development for bilinguals learning English and Asian scripts. Read Writ 33, 1859–1891 (2020). https://doi.org/10.1007/s11145-019-09999-8

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