Cross-Linguistic Transfer Research for Bilingual Children’s Literacy Development

• In Event: Research in Reading and Literacy SIG: Paper Session 1: Reading and Writing

Abstract

This review critically examines 11 peer-reviewed, empirical longitudinal studies, conducted since 2002 on cross-linguistic variations in long-term second-language literacy development in bilingual children. A majority of studies reviewed provide empirical support for the claim that children’s early language and pre-literacy skills in first language, including phonological awareness and decoding skills, predict decoding accuracy, fluency and reading comprehension in new language in later years, regardless of languages. However, three sets of studies upon children’s native and new languages (e.i. Spanish-English; English-French; and Chinese-English) showed that the extent to which first-language sub-reading skills predict later second-language reading ability likely depends on the degree of transparency in writing system. This review concludes by discussing methodological and conceptual issue to consider for future research.

Author

• Jackie Eunjung Relyea, University of North Carolina - Chapel Hill