Relevant bibliographies by topics / Cross-language literacy transfer

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Cross-language literacy transfer'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Cross-language literacy transfer"

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Koda, Keiko, and Pooja Reddy. "Cross-linguistic transfer in second language reading." Language Teaching 41, no. 4 (2008): 497–508. http://dx.doi.org/10.1017/s0261444808005211.

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Research on reading skills transfer has taken shape in two major disciplines: second language (L2) acquisition and reading. Inevitably, its evolution reflects major conceptual shifts in their respective research sub-fields. In L2 research, as a case in point, transfer was initially viewed as interference stemming from first language (L1) structural properties. This view, however, was significantly altered by the subsequent postulation that the language proficiency underlying cognitively demanding tasks, such as literacy and academic learning, is largely shared across languages, and therefore,
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Durgunoğlu, Aydin Yücesan. "Cross-linguistic transfer in literacy development and implications for language learners." Annals of Dyslexia 52, no. 1 (2002): 189–204. http://dx.doi.org/10.1007/s11881-002-0012-y.

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Zaretsky, Elena. "The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals." Written Language and Literacy 17, no. 1 (2014): 139–64. http://dx.doi.org/10.1075/wll.17.1.07zar.

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Previous research shows strong evidence of positive cross-linguistic transfer as a factor of L1 literacy. Moreover, research shows that L1 literacy supports the preservation of L1 language skills while learning L2, as oral and written languages are highly interdependent. Two theoretical frameworks can be instrumental in accounting for cross-linguistic transfer: The constructive analysis hypothesis suggests that the closer L1 and L2 are typologically, the more cross-linguistic transfer should be observed. The interdependence hypothesis postulates that bilingual transfer is also supported by L1
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FEINAUER, ERIKA, KENDRA M. HALL-KENYON, and KIMBERLEE C. EVERSON. "Rethinking the Linguistic Threshold Hypothesis: Modeling the Linguistic Threshold among young Spanish–English Bilinguals." Bilingualism: Language and Cognition 20, no. 5 (2016): 886–902. http://dx.doi.org/10.1017/s1366728916000626.

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This study uses a discontinuous-linear regression methodological approach to test the Linguistic Threshold Hypothesis (LTH). Specifically, we investigate the following hypotheses: (1) the rate of transfer of literacy skills from L1 to L2 is a function of L2 oral language ability, (2) the rate of transfer from L1 to L2 accelerates when students cross a specified threshold(s) of L2 language oral ability, and (3) discontinuous change-point regression models fit the data better than linear regression interaction models. Across literacy skills, discontinuous change-point regression models revealed
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DICKINSON, DAVID K., ALLYSSA McCABE, NANCY CLARK–CHIARELLI, and ANNE WOLF. "Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children." Applied Psycholinguistics 25, no. 3 (2004): 323–47. http://dx.doi.org/10.1017/s0142716404001158.

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This study investigated the phonological awareness of low-income Spanish–English bilingual children, because phonological awareness has been found to be an important prerequisite for literacy acquisition and because such children have been identified as at risk for successful literacy acquisition. Our sample included 123 Spanish–English bilingual preschool children (M=49.1 months) attending Head Start programs. Children's receptive vocabulary was assessed using the Peabody Picture Vocabulary Test—3rd Edition and the Test de Vocabulario en Imagines Peabody. We assessed phonological awareness us
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Hipfner-Boucher, Kathleen, Katie Lam, and Becky Xi Chen. "The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children." Written Language and Literacy 17, no. 1 (2014): 116–38. http://dx.doi.org/10.1075/wll.17.1.06hip.

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To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion, Chinese-English Paired Bilingual, English-only). ANCOVA results revealed that the French immersion children outperformed the other two groups on measures of English phonological awareness and word reading and that the bilingual groups were comparable to monolingual English norms on a test of receptive vocabulary. Multiple regression analyses were conduct
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Chen, Xi, Fen Xu, Thien-Kim Nguyen, Guanglei Hong, and Yun Wang. "Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction." Journal of Educational Psychology 102, no. 3 (2010): 712–28. http://dx.doi.org/10.1037/a0018802.

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Luo, Yang Cathy, Becky Xi Chen, and Esther Geva. "Concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness in Chinese-English bilingual children." Written Language and Literacy 17, no. 1 (2014): 89–115. http://dx.doi.org/10.1075/wll.17.1.05luo.

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The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently and one year later in Grade 1. Participants of the study included 91 kindergarten and Grade 1 Chines
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백승현 and 지문건. "Cross-Language Transfer of Phonological and Orthographic Awareness in L1-Korean L2-English Early Literacy Acquisition." English21 31, no. 1 (2018): 227–54. http://dx.doi.org/10.35771/engdoi.2018.31.1.011.

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Bedore, Lisa M., Elizabeth D. Peña, Christine Fiestas, and Mirza J. Lugo-Neris. "Language and Literacy Together: Supporting Grammatical Development in Dual Language Learners With Risk for Language and Learning Difficulties." Language, Speech, and Hearing Services in Schools 51, no. 2 (2020): 282–97. http://dx.doi.org/10.1044/2020_lshss-19-00055.

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Purpose Early Interventions in Reading (Vaughn et al., 2006), the only literacy intervention with demonstrated effectiveness for U.S. dual language learners, was enhanced to support the development of oral language (vocabulary, grammar, and narrative) and literacy, which we refer to as “Language and Literacy Together.” The primary focus of this study is to understand the extent to which grammatical skills of bilinguals with risk for language and/or reading difficulties improve in the Language and Literacy Together intervention. Method Fifteen first-grade dual language learners with risk for la
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Dissertations / Theses on the topic "Cross-language literacy transfer"

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Mogofe, Romulus Asaph. "Integrating language literacy skills in teaching physical sciences in Riba Cross District, South Africa." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1590.

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Thesis (M. A. (Education)) -- University of Limpopo, 2016<br>Poor performance, by English Language Learners (ELLs), in Science examinations remains a thorny issue in countries where English is not the home language. Research around the world and the Department of Basic Education in South Africa have long recommended the integration of Language Literacy skills in the teaching of Physical Sciences in order to solve this issue. Despite that, learners’ poor performance in Physical Sciences examinations has been found to be positively related to low language literacy skills. The questions are
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Joo, Hyungmi. "Biliteracy development a multiple case study of Korean bilingual adolescents /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117652969.

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Farran, Lama K. "The Relationship between Language and Reading in Bilingual English-Arabic Children." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/ece_diss/13.

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ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charte
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Chung, Sheila Cira. "The Concurrent and Longitudinal Relationships between Orthographic Processing and Spelling in French Immersion Children." Thesis, 2014. http://hdl.handle.net/1807/65527.

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We examined the relationship between orthographic processing and spelling in French immersion children. Study 1 included 148 first graders and they were assessed on orthographic processing and spelling in English and French. In Study 2, we followed 69 second graders for two years. Orthographic processing and spelling in English and French were administered in second and third grade. In Study 3, we analyzed the spelling errors made by the third graders in Study 2. In Study 1, we found a within-language relationship in English and French between orthographic processing and spelling. Cross-langu
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Book chapters on the topic "Cross-language literacy transfer"

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Hipfner-Boucher, Kathleen, Katie Lam, and Xi Chen. "The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children." In Cross-linguistic Transfer in Reading in Multilingual Contexts. John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/bct.89.06hip.

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Durgunoğlu, Aydın Yücesan. "An updated review of cross-language transfer and its educational implications." In Developmental Perspectives in Written Language and Literacy. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/z.206.11dur.

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Kozdras, Deborah, Christine Joseph, and Karen Kozdras. "Cross-Cultural Affordances of Digital Storytelling." In Advances in Linguistics and Communication Studies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch008.

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In this chapter, the authors consider the use of digital storytelling as a tool for boundary crossing. Media, as an extension of self, has potential to help cross-cultural learning that benefits all stakeholders, but specifically, immigrants and English Language Learners, who often experience school literacy challenges. The authors used Cultural Historical Activity Theory (CHAT) as a lens to view two teacher case self-studies, one in Canada and one in the U.S.A., and to examine how their use of digital storytelling helped elementary ELL students to learn the language of school as well as transfer their knowledge to other students and educators. The findings indicated the importance of creating avenues through which immigrant English learners can develop interpersonal communication skills critical to being successful across cultures. Through an analysis of the cases, the authors present language learning implications for educators.
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Journal articles
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