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Article: Synergetic effects of phonological awareness, vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study

TitleSynergetic effects of phonological awareness, vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study
Authors
Tong, XiuhongChiu, Ming MingTong, Shelley Xiuli
KeywordsBiliteracy acquisition
Phonological awareness
Reading comprehension development
Vocabulary
Issue Date24-Jan-2023
PublisherElsevier
Citation
Contemporary Educational Psychology, 2023, v. 73 How to Cite?
DOI: http://dx.doi.org/10.1016/j.cedpsych.2023.102153
Abstract

Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the synergetic effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2.


Persistent Identifierhttp://hdl.handle.net/10722/342024
ISSN
0361-476X
2021 Impact Factor: 6.922
2020 SCImago Journal Rankings: 2.479

 

DC FieldValueLanguage
dc.contributor.authorTong, Xiuhong-
dc.contributor.authorChiu, Ming Ming-
dc.contributor.authorTong, Shelley Xiuli-
dc.date.accessioned2024-03-26T05:39:06Z-
dc.date.available2024-03-26T05:39:06Z-
dc.date.issued2023-01-24-
dc.identifier.citationContemporary Educational Psychology, 2023, v. 73-
dc.identifier.issn0361-476X-
dc.identifier.urihttp://hdl.handle.net/10722/342024-
dc.description.abstract<p>Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the <a href="https://www.sciencedirect.com/topics/social-sciences/synergetics" title="Learn more about synergetic from ScienceDirect's AI-generated Topic Pages">synergetic</a> effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2.<br></p>-
dc.languageeng-
dc.publisherElsevier-
dc.relation.ispartofContemporary Educational Psychology-
dc.subjectBiliteracy acquisition-
dc.subjectPhonological awareness-
dc.subjectReading comprehension development-
dc.subjectVocabulary-
dc.titleSynergetic effects of phonological awareness, vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study-
dc.typeArticle-
dc.identifier.doi10.1016/j.cedpsych.2023.102153-
dc.identifier.scopuseid_2-s2.0-85147282384-
dc.identifier.volume73-
dc.identifier.eissn1090-2384-
dc.identifier.issnl0361-476X-

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