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Direct linkChung, Sheila Cira; Koh, PohWee; Chen, Xi; Deacon, S. Hélène – Reading and Writing: An Interdisciplinary Journal, 2023
Orthographic knowledge is predicted to be central in the process of children's reading development. We examined both the temporal order between orthographic knowledge and each of word reading and word spelling--effectively, which predicts which by including autoregressive controls--and cross-linguistic transfer between English and French for our…
Descriptors: Elementary School Students, Grade 1, Grade 2, Bilingual Students
Maria Claudia Petrescu; Rena Helms-Park – Journal of Early Childhood Literacy, 2024
This longitudinal study documents a trilingual child's struggle with decoding and word recognition, the remedies sought to help him start reading in his second language (English) while he was in French immersion, and his performance after the intervention on tests of phonological awareness in L1 Romanian, L2 English, and L3 French. The study…
Descriptors: Multilingualism, Decoding (Reading), Word Recognition, Reading Difficulties
Ju, Zhongkui; Zhou, Yanling; delMas, Robert – Reading and Writing: An Interdisciplinary Journal, 2021
The present study aimed to examine the contributions of two separate Pinyin skills and oral vocabulary to Chinese word reading of 70 third graders in a U.S. Mandarin Immersion program where Pinyin was introduced at Grade 3. Hierarchical regression analyses showed that Pinyin initial-final spelling--the skill to spell Chinese syllables using Pinyin…
Descriptors: Oral Language, Written Language, Vocabulary Development, Grade 3
Chung, Sheila Cira; Geva, Esther; Chen, Xi; Deacon, S. Helene – Scientific Studies of Reading, 2021
Models of reading development point to a role for knowledge about the orthography quite late in children's reading development; here we explore the contributions of early orthographic knowledge -- of the features of print -- to word reading development between kindergarten and Grade 1. We did so in a longitudinal study of 93 emergent bilingual…
Descriptors: Reading Processes, Bilingualism, Grade 1, Kindergarten
Chung, Sheila Cira; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi – Topics in Language Disorders, 2017
This longitudinal study investigated the predictors of word reading in English and French for 69 children in early total French immersion from first through third grade. The influence of phonological awareness, orthographic processing, and vocabulary in English and French on the achievement and growth of word reading in the 2 languages were…
Descriptors: Longitudinal Studies, Immersion Programs, Predictor Variables, Word Recognition
Hipfner-Boucher, Kathleen; Pasquarella, Adrian; Chen, Xi; Deacon, S. Hélène – Scientific Studies of Reading, 2016
Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of…
Descriptors: French, Immersion Programs, Grade 2, Elementary School Students
