Cross-linguistic Transfer in Reading in Multilingual Contexts.

Intro -- Cross-linguistic Transfer in Reading in Multilingual Contexts -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- 1. Introduction -- 2. Frameworks in studying cross-language transfer -- 2.1 L1-L2 transfer - a typological/contrastive perspective -- 2.2 L1-L2 transfer: The linguistic interdependence hypothesis -- 2.2.1 A variant: Common underlying cognitive processes -- 2.2.2 A variant: The transfer facilitation model -- 2.3 Other frameworks that complement L1-L2 transfer -- 2.3.1 Interlanguage and target language influences -- 2.3.2 Challenging elements in the target language -- 2.4 Summary -- 3. The current issue -- 4. Conclusions -- References -- The development of orthographic processing skills in children in early French immersion programs -- 1. Introduction -- 1.1 Orthographic processing skills -- 1.2 Orthographic processing skills across languages -- 1.3 The present study -- 2. Method -- 2.1 Participants -- 2.2 Measures -- 2.2.1 Lexical orthographic processing -- Anchor 166 -- 2.2.3 English word reading -- 2.2.4 English vocabulary knowledge -- 2.3 Procedure -- 3. Results -- 3.1 Development of lexical and sub-lexical orthographic processing -- 3.1.1 Lexical orthographic processing -- 3.1.2 Sub-lexical orthographic processing -- 3.2 Comparison of factor models of French and English orthographic processing -- 4. Discussion -- 4.1 Development of orthographic processing skills -- 4.2 Relationship of orthographic processing across languages -- 4.3 Limitations and implications -- References -- Appendix A -- English Task -- French Task -- Appendix B -- English task -- French task -- How do previously acquired languages affect acquisition of English as a foreign language -- 1. Introduction -- 2. Typological properties of the four different languages -- 2.1 English -- 2.2 Circassian -- 2.3 Arabic -- 2.4 Hebrew.

3. Research Hypothesis -- 4. Method -- 4.1 Participants -- 4.2 Measures -- 4.2.1 Base-line measures -- 4.2.2 Hebrew literacy measures -- 4.2.3 English literacy measure -- 4.2.4 English experimental measures -- 4.3 Procedure -- 5. Results -- 5.1 Bio-social background data -- 5.2 Base-line measures -- 5.3 English experimental measures -- 6. Discussion -- 7. Conclusions -- Acknowledgements -- References -- Appendix 1 -- Appendix 2 -- Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners -- 1. Introduction -- 1.1 Context -- 1.2 Bilingualism -- 1.3 Cross-linguistic relations -- 1.4 Why reading comprehension? -- 1.5 The role of L1 and L2 writing systems -- 2. Method -- 2.1 Participants -- 2.2 Measures -- 2.3 Procedure -- 3. Results -- 3.1 Performance on L1 and L2 measures -- 3.2 Relations within and between languages: Partial correlations -- 3.3 Within-language relations, L2 to L2 &amp -- L1 to L1: Variables related to the simple view of reading -- 3.4 Cross-language relations, L1 to L2 &amp -- L2 to L1: Variables related to the simple view of reading -- 3.5 Cross-language relations within constructs: Word reading and vocabulary -- 4. Discussion -- 4.1 Within-language relations and English reading comprehension -- 4.2 Within-language relations and Spanish reading comprehension -- 4.3 Cross-language relations: Variables related to the simple view of reading -- 5. Conclusions -- References -- Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children -- 1. Introduction -- 1.1 Cross-linguistic transfer of phonological awareness -- 1.2 Cross-linguistic transfer of morphological awareness -- 2. The present study -- 3. Method -- 3.1 Participants -- 3.2 Measures -- 3.3 English measures.

3.4 Chinese measures -- 3.5 Procedure -- 4. Results -- 4.1 The English-to-Chinese model -- 4.2 The Chinese-to-English model -- 5. Discussion -- 5.1 Cross-linguistic effects of phonological awareness on word-level reading -- 5.2 Cross-linguistic effects of compound awareness on word-level reading -- 6. Conclusion -- References -- The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children -- 1. Introduction -- 1. 1 Educational programs for minority-language children -- 1.2 Cross-language transfer of phonological and morphological awareness -- 1.3 The current study -- 2. Method -- 2.1 Participants -- 2.2 Measures -- 2.3 Procedures -- 3. Results -- 3.1 Comparing performance levels -- 3.2 Cross-language relations of phonological and morphological awareness to word reading and vocabulary -- 4. Discussion -- References -- The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals -- 1. Introduction -- 1.1 Factors influencing L2 acquisition and L1 preservation -- 1.1.1 Theoretical frameworks -- 1.1.2 The role of literacy in L1 preservation -- 1.2 Structural differences between Russian (L1) and English (L2) -- 1.2.1 Language specific differences in oral and written modalities -- 1.3 Present study -- 2. Method -- 2.1 Participants -- 2.1.1 Inclusion criteria and description of the sample -- 2.2.2 Materials and procedures -- 2.2.2.1 Coding system for syntactic structure. Three specific syntactic processes of story retelling were identified in children's narratives. -- 2.2.2.2 Coding system for lexical processes. Two lexical processes were identified in children's retelling: -- 3. Results -- 3.1 Descriptive analysis -- 3.2 Correlation analysis -- 3.2.1 Syntactic and lexical processes correlations.

3.3 The role of reading in lexical and syntactic processing -- 4. Discussion -- 5. Limitations -- 6. Conclusion -- References -- Appendix A -- Contributors -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.