Part of
Understanding Language and Cognition through Bilingualism: In honor of Ellen Bialystok
Edited by Gigi Luk, John A.E. Anderson and John G. Grundy
[Studies in Bilingualism 64] 2023
► pp. 6885
References (77)
References
Akamatsu, N. (1999). The effects of first language orthographic features on word recognition processing in English as a second language. Reading and Writing: An Interdisciplinary Journal, 11, 381–403. DOI logoGoogle Scholar
(2002). A similarity in word-recognition procedures among second language readers with different first language backgrounds. Applied Psycholinguistics, 23, 117–133. DOI logoGoogle Scholar
Au-Yeung, K., Hipfner-Boucher, K., Chen, X., Pasquarella, A., D’Angelo, N., & Deacon, H. (2015). Development of English and French language and literacy skills in EL1 and EL French immersion students in the early grades. Reading Research Quarterly, 50(2), 233–254. DOI logoGoogle Scholar
Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition. Cambridge University Press. DOI logoGoogle Scholar
Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97, 580–590. DOI logoGoogle Scholar
Brown, T., & Haynes, M. (1985). Literacy background and reading development in a second language. In T. H. Carr (Ed.), The development of reading skills (pp. 19–34). Jossey-Bass. DOI logoGoogle Scholar
Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278–288. DOI logoGoogle Scholar
Cheung, H., & Ng, L. K. H. (2003). Chinese reading development in some major Chinese societies: An introduction. In C. McBride-Chang & H.-C. Chen (Eds.), Reading development in Chinese children (pp. 3–17). Praeger.Google Scholar
Chow, B. W. Y., McBride-Chang, C., & Cheung, H. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergartners. Journal of Research in Reading, 33, 284–301. DOI logoGoogle Scholar
Chung, K. K., Liu, H., McBride, C., Wong, A. M., & Lo, J. C. (2017). How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. Educational Psychology, 37(4), 402–420. DOI logoGoogle Scholar
Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20, 275–303. DOI logoGoogle Scholar
Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91, 29–43. DOI logoGoogle Scholar
Deacon, S. H., Commissaire, E., Chen, X., & Pasquarella, A. (2013). Learning about print: The development of orthographic processing and its relationship to word reading in first grade children in French immersion. Reading and Writing: An Interdisciplinary Journal, 26(7), 1087–1109. DOI logoGoogle Scholar
Deacon, S. H., Wade-Woolley, L., & Kirby, J. R. (2007). Crossover: The role of morphological awareness in French immersion children’s reading. Developmental Psychology, 43, 732–746. DOI logoGoogle Scholar
(2009). Flexibility in young second-language learners: Examining the language specificity of orthographic processing. Journal of Research in Reading, 32(2), 215–229. DOI logoGoogle Scholar
Durgunoglu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465. DOI logoGoogle Scholar
Everatt, J., Ocampo, D., Veii, K., Nenopoulou, S., Smythe, I., Al-Mannai, H., et al. (2010). Dyslexia in biscriptal readers. In N. Brunswick, S. McDougall, & P. de Mornay Davis (Eds.), Reading and dyslexia in different orthographies (pp. 221–245). Psychology Press.Google Scholar
Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographical depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104–115.Google Scholar
Gass, S., & Selinker, L. (1983). Language transfer in language learning. Newbury House.Google Scholar
Genesee, F. (1979). Acquisition of reading skills in immersion programs. Foreign Language Annals, 12, 71–77. DOI logoGoogle Scholar
Goswami, U., Gombert, J. E., & De Barrera, L. F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics, 19, 19–52. DOI logoGoogle Scholar
Gottardo, A., Yan, B., Siegel, L. S., & Wade-Wooley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross language transfer in phonological processing. Journal of Educational Psychology, 93, 530–542. DOI logoGoogle Scholar
Green, D. W., & Meara, P. (1987). The effects of script on visual search. Second Language Research, 3, 102–117.Google Scholar
Haynes, M., & Carr, T. (1990). Writing system background and second language reading: A component skills analysis of English reading by native speaker-readers of Chinese. In T. Carr & B. Levy (Eds.), Reading and its development: Component skills approaches (pp. 375–421). Academic Press.Google Scholar
Ho, C. S. H., & Bryant, P. (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946–951. DOI logoGoogle Scholar
Ho, C. S. H., Chan, D. W. O., Tsang, S. M., Lee, S. H., & Luan, V. H. (2004). Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia. Cognition, 91, 43–75. DOI logoGoogle Scholar
Ho, C. S. H., & Fong, K. M. (2005). Do Chinese dyslexic children have difficulties learning English as a second language? Journal of Psycholinguistic Research, 34, 603–618. DOI logoGoogle Scholar
Holm, A., & Dodd, B. (1996). The effect of first written language on the acquisition of English literacy. Cognition 59, 119–147. DOI logoGoogle Scholar
Hudson, T. (2007). Teaching second language reading. Oxford University Press.Google Scholar
Jackson, N., Lu, W. H., & Ju, D. (1994). Reading Chinese and reading English: Similarities, differences, and second-language reading. In V. Berninger (Ed.), The varieties of orthographic knowledge, Vol. 1: Theoretical and developmental issues (pp. 73–109). Kluwer. DOI logoGoogle Scholar
Jiang, N. (2004). Semantic transfer and its implications for vocabulary teaching in a second language. The Modern Language Journal, 88, 416–432. DOI logoGoogle Scholar
Kalindi, S. C., McBride, C., Tong, X., Wong, N. L. Y., Chung, K. H. K., & Lee, C. Y. (2015). Beyond phonological and morphological processing: Pure copying as a marker of dyslexia in Chinese but not poor reading of English. Annals of Dyslexia, 65, 53–68. DOI logoGoogle Scholar
Koda, K. (1989). Effects of L1 orthographic representation on L2 phonological coding strategies. Journal of Psycholinguistic Research, 18, 201–222. DOI logoGoogle Scholar
(2000). Cross-linguistic variations in L2 morphological awareness. Applied Psycholinguistics, 21, 297–320. DOI logoGoogle Scholar
Lallier, M., & Carreiras, M. (2018). Cross-linguistic transfer in bilinguals reading in two alphabetic orthographies: The grain size accommodation hypothesis. Psychonomic Bulletin & Review, 25(1), 386–401. DOI logoGoogle Scholar
Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315–334. DOI logoGoogle Scholar
Laufer, B. (1997). What’s in a word that makes it hard or easy? Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 40–155). Cambridge University Press.Google Scholar
Lesaux, N. K., & Siegel, L. S. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39, 1005–1019. DOI logoGoogle Scholar
Lin, D., Wong, K. K., & McBride-Chang, C. (2012). Reading motivation and reading comprehension in Chinese and English among bilingual students. Reading and Writing, 25, 717–737. DOI logoGoogle Scholar
Liu, D., Chung, K. K. H., & McBride, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese speaking kindergarteners. Journal of Research in Reading, 39, 268–291. DOI logoGoogle Scholar
Luk, G., & Bialystok, E. (2013). Bilingualism is not a categorical variable. Journal of Cognitive Psychology, 25, 605–621. DOI logoGoogle Scholar
Manis, F. R., & Lindsey, K. A. (2010). Cognitive and oral language contributors to reading disabilities in Spanish–English bilinguals. In A. Y. Durgunoglu & C. Goldenberg (Eds.), Language and literacy development in bilinguals settings (pp. 280–303). Guilford Press.Google Scholar
Mannai, H., & Everatt, J. (2005). Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini children. Dyslexia, 11, 269–291. DOI logoGoogle Scholar
McBride, C. (2016). Children’s literacy development: A crosscultural perspective on learning to read and write (2nd ed.). Routledge.Google Scholar
(2019). Coping with dyslexia, dysgraphia and ADHD: A global perspective. Routledge. DOI logoGoogle Scholar
McBride-Chang, C., Bialystok, E., Chong, K. K. Y., & Li, Y. (2004). Levels of phonological awareness in three cultures. Journal of Experimental Child Psychology, 89, 93–111. DOI logoGoogle Scholar
McBride-Chang, C., Lam, F., Lam, C., Doo, S., Wong, S. W. L., & Chow, Y. Y. Y. (2008). Word recognition and cognitive profiles of Chinese pre-school children at-risk for dyslexia through language delay or familial history of dyslexia. Journal of Child Psychology and Psychiatry, 49, 211–218.Google Scholar
McBride-Chang, C., Liu, P. D., Wong, T., Wong, A. M. Y., & Shu, H. (2012). Specific reading difficulties in Chinese, English, or both: Longitudinal markers of phonological awareness, morphological awareness, and RAN in Hong Kong Chinese children. Journal of Learning Disabilities, 45(6), 491–502. DOI logoGoogle Scholar
McBride-Chang, C., Shu, H., Chan, W., Wong, T., Wong, A. M. Y., Zhang, Y., Pan, J., & Chan, P. (2013). Poor readers of Chinese and English: Overlap, stability, and longitudinal correlates. Scientific Studies of Reading, 17, 57–70. DOI logoGoogle Scholar
McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children’s Chinese character recognition. Journal of Educational Psychology, 95, 743–751. DOI logoGoogle Scholar
Miller-Guron, L., & Lundberg, I. (2000). Dyslexia and second language reading: A second bite at the apple? Reading and Writing, 12, 41–61. DOI logoGoogle Scholar
Mohseni, F., & McBride, C. (2019). What explains reading and dictation in Persian among Iranian second grade students? Journal of Reading and Writing, 33, 1769–1790. DOI logoGoogle Scholar
(under review). Persian-Arabic biliteracy acquisition among Iranian second grade students.
Muljani, M., Koda, K., & Moates, D. (1998). Development of L2 word recognition: A Connectionist approach. Applied Psycholinguistics, 19, 99–114. DOI logoGoogle Scholar
Nag, S., Snowling, M., Quinlan, P., & Hulme, C. (2014). Child and symbol factors in learning to read a visually complex writing system. Scientific Studies of Reading, 18, 309–324. DOI logoGoogle Scholar
Öney, B., & Durgunoglu, A. Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1–15. DOI logoGoogle Scholar
Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., & Ramirez, G. (2011). Cross-language transfer of morphological awareness in Chinese-English bilinguals. Journal of Research in Reading, 34, 23–42. DOI logoGoogle Scholar
Pasquarella, A., Deacon, H., Chen, X., & Au-Yeung, K. (2014). Acquiring orthographic processing through word reading: Evidence from children learning to read French and English. International Journal of Disability, Development and Education, 61(3), 240–257. DOI logoGoogle Scholar
Perfetti, C. A., & Liu, Y. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems. Reading and Writing, 18, 193–210. DOI logoGoogle Scholar
Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppanen, P. H. T., Poikkeus, A. M., … Lyytinen, H. (2008). Developmental links of very early phonological and language skills to second grade reading outcomes: Strong to accuracy but only minor to fluency. Journal of Learning Disabilities, 41, 353–370. DOI logoGoogle Scholar
Seidenberg, M. S. (1992). Beyond orthographic depth in reading: Equitable division of labor. In Advances in psychology (Vol. 94, pp. 85-118). North-Holland.Google Scholar
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. DOI logoGoogle Scholar
Shaywitz, S. E. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. A. A. Knopf.Google Scholar
Shu, H., Peng, H., & McBride-Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11, 171–181. DOI logoGoogle Scholar
Siok, W. T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37, 886–899. DOI logoGoogle Scholar
Siok, W. T., Niu, Z., Jin, Z., Perfetti, C. A., & Tan, L. H. (2008). A structural-functional basis for dyslexia in the cortex of Chinese readers. Proceedings of the National Academy of Sciences, 105, 5561–5566. DOI logoGoogle Scholar
Sprugevica, I., & Hoien, T. (2003). Early phonological skills as a predictor of reading acquisition: A follow-up study from kindergarten to the middle of grade 2. Scandinavian Journal of Psychology, 44, 119–124. DOI logoGoogle Scholar
Taylor, I., & Taylor, M. (1995). Writing and literacy in Chinese, Korean, and Japanese. John Benjamins. DOI logoGoogle Scholar
Tibi, S., & Kirby, J. R. (2017). Morphological awareness: Construct and predictive validity in Arabic. Applied Psycholinguistics, 38(5), 1019–1043. DOI logoGoogle Scholar
Wang, M., Cheng, C., & Chen, S. W. (2006). Contribution of morphological awareness to Chinese–English biliteracy acquisition. Journal of Educational Psychology, 98, 542–553. DOI logoGoogle Scholar
Wang, M., & Geva, E. (2003). Spelling performance of Chinese children using English as a second language: Lexical and visual-orthographic processes. Applied Psycholinguistics 24, 1–25. DOI logoGoogle Scholar
Wang, M., Koda, K., & Perfetti, C. A. (2003). Alphabetic and non-alphabetic L1 effects in English semantic processing: A comparison of Korean and Chinese English L2 learners. Cognition, 87, 129–149. DOI logoGoogle Scholar
Wang, M., Yang, C., & Cheng, C. (2009). The contributions of phonology, orthography, and morphology in Chinese-English biliteracy acquisition. Applied Psycholinguistics, 30, 29–314. DOI logoGoogle Scholar
World Learning. (2019). How languages are represented in writing systems around the world. In Teaching Struggling Readers Around the World. MOOC. Retrieved on 5 December 2022 from [URL]
Wydell, T. N., & Butterworth, B. (1999). A case study of an English-Japanese bilingual with monolingual dyslexia. Cognition, 70, 273–305. DOI logoGoogle Scholar
Zhang, J., Anderson, R. C., Li, H., Dong, Q., Xinchun, W., & Zhang, Y. (2010). Cross-language transfer of insight into the structure of compound words. Reading and Writing, 23, 311–336. DOI logoGoogle Scholar
Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29. DOI logoGoogle Scholar