A Meta-Analysis on the Relation Between Orthography and Reading in Bilingual Children

• In Event: Early Literacy Across Contexts

Abstract

The purpose of this meta-analysis was to examine the extent to which different measures of orthographic processing correlated to word reading in diverse bilingual populations? We reviewed a total of 16 studies published between January 1980 and January 2022, representing a total of 1360 participants. There were 57 independent effect sizes. A random-effects model analysis revealed a small-moderate effect size for the overall relationship between orthography and word reading, measured through Pearson’s r, 0.39 (95% C.I. .34-.44). In addition, we found significant in-between studies heterogeneity in the effect sizes that revealed that the included studies did not measure the same underlying populations [Q (56) = 212.70, p < .001]. The findings are discussed from an additive bilingual perspective.

Authors

• Krystina Raymond, University of Toronto
  Presenting Author

• Diana Burchell, University of Toronto
  Non-Presenting Author

• Zein Abuosbeh, University of Toronto
  Non-Presenting Author

• Songtao Wang, University of Toronto
  Non-Presenting Author

• Liliane Kreuder, University of Toronto
  Non-Presenting Author

• Becky Chen, University of Toronto - OISE
  Non-Presenting Author