Contribution of Morphological Awareness to Chinese-English Biliteracy Acquisition

@article{citeulike:876022, abstract = {This study is an investigation of the contribution of morphological awareness in Chinese-English biliteracy acquisition. Comparable tasks in Chinese and English were administered to test children's skills in morphological awareness, phonological awareness, oral vocabulary, word reading, and reading comprehension. The results showed that after the effect of Chinese-based predictors had been accounted for, English morphological awareness of compound structure still contributed to variance in both character reading and reading comprehension in Chinese. This finding indicates a cross-language morphological transfer in acquisition of two distinct writing systems. The transfer from English L2 to Chinese L1 is due to the bilingual children's rapidly increasing English L2 skills in their primary school years.}, author = {Wang, Min and Cheng, Chenxi and Chen, Shi-Wei }, citeulike-article-id = {876022}, doi = {http://dx.doi.org/10.1037/0022-0663.98.3.542}, journal = {Journal of Educational Psychology}, keywords = {bilingualism, chinese, english, morphological\_awareness, morphology}, month = {August}, number = {3}, pages = {542--553}, posted-at = {2006-09-28 07:10:03}, priority = {5}, title = {Contribution of Morphological Awareness to Chinese-English Biliteracy Acquisition}, url = {http://dx.doi.org/10.1037/0022-0663.98.3.542}, volume = {98}, year = {2006} }

TY - JOUR ID - citeulike:876022 L3 - citeulike-article-id:876022 TI - Contribution of Morphological Awareness to Chinese-English Biliteracy Acquisition JF - Journal of Educational Psychology VL - 98 IS - 3 SP - 542 EP - 553 N2 - This study is an investigation of the contribution of morphological awareness in Chinese-English biliteracy acquisition. Comparable tasks in Chinese and English were administered to test children's skills in morphological awareness, phonological awareness, oral vocabulary, word reading, and reading comprehension. The results showed that after the effect of Chinese-based predictors had been accounted for, English morphological awareness of compound structure still contributed to variance in both character reading and reading comprehension in Chinese. This finding indicates a cross-language morphological transfer in acquisition of two distinct writing systems. The transfer from English L2 to Chinese L1 is due to the bilingual children's rapidly increasing English L2 skills in their primary school years. KW - bilingualism KW - chinese KW - english KW - morphological_awareness KW - morphology AU - Wang, Min AU - Cheng, Chenxi AU - Chen, Shi-Wei PY - 2006/08// UR - http://dx.doi.org/10.1037/0022-0663.98.3.542 ER -