YEARS

2004-2010

AUTHORS

Min Wang

TITLE

Biliteracy development in Chinese and Korean children

ABSTRACT

DESCRIPTION (provided by applicant): Different writing systems in the world select different units of spoken language for mapping. Chinese, usually considered a logographic writing system, maps a printed character to a corresponding monosyllabic morpheme. This proposed study will investigate biliteracy development of native Chinese (L1) children compared to native Korean children in learning to read English as a second language (L2). The Korean alphabet, Hangul, maps letters onto phonemes just as English, Russian, and Italian do. Recent research on literacy development of children learning to read English from another alphabetic system such as Spanish has started to provide consistent results on the strong facilitation between L1 and L2 reading skills. However, to date few comparable studies have been carried out on biliteracy development of children learning to read English from an orthographically or typologically different writing system such as Chinese. This longitudinal study will follow about 200 children from kindergarten to grade 2 (about 100 in each language group). We will test children once every year. Parallel experiments and tests in L1 and L2 will be designed to examine the three major word reading components - phonological, orthographic and meaning processing. Word identification skills in L1 and L2 will be tested. With data from these measures across time, we plan to investigate cognitive consequences of alphabetic (Korean) versus nonalphabetic L1 (Chinese) literacy experiences for learning to read English L2 at different time points; to examine the concurrent and predictive relationships between various basic reading components and word identification skill within three different languages (Chinese, Korean and English); to explore the concurrent and predictive relationships between the reading components and word identification skill across languages (Chinese-English vs. Korean- English). These findings will provide insight into the interaction between universal and language-specific processes of biliteracy development.

FUNDED PUBLICATIONS

  • The processing of lexical tones by young Chinese children.
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    21 TRIPLES      17 PREDICATES      22 URIs      9 LITERALS

    Subject Predicate Object
    1 grants:43ea66b8d980171e03cfb01085758ef3 sg:abstract DESCRIPTION (provided by applicant): Different writing systems in the world select different units of spoken language for mapping. Chinese, usually considered a logographic writing system, maps a printed character to a corresponding monosyllabic morpheme. This proposed study will investigate biliteracy development of native Chinese (L1) children compared to native Korean children in learning to read English as a second language (L2). The Korean alphabet, Hangul, maps letters onto phonemes just as English, Russian, and Italian do. Recent research on literacy development of children learning to read English from another alphabetic system such as Spanish has started to provide consistent results on the strong facilitation between L1 and L2 reading skills. However, to date few comparable studies have been carried out on biliteracy development of children learning to read English from an orthographically or typologically different writing system such as Chinese. This longitudinal study will follow about 200 children from kindergarten to grade 2 (about 100 in each language group). We will test children once every year. Parallel experiments and tests in L1 and L2 will be designed to examine the three major word reading components - phonological, orthographic and meaning processing. Word identification skills in L1 and L2 will be tested. With data from these measures across time, we plan to investigate cognitive consequences of alphabetic (Korean) versus nonalphabetic L1 (Chinese) literacy experiences for learning to read English L2 at different time points; to examine the concurrent and predictive relationships between various basic reading components and word identification skill within three different languages (Chinese, Korean and English); to explore the concurrent and predictive relationships between the reading components and word identification skill across languages (Chinese-English vs. Korean- English). These findings will provide insight into the interaction between universal and language-specific processes of biliteracy development.
    2 sg:endYear 2010
    3 sg:fundingAmount 714088.0
    4 sg:fundingCurrency USD
    5 sg:hasContribution contributions:a7fd18c5ff937534e2da4cb48930226c
    6 sg:hasFieldOfResearchCode anzsrc-for:17
    7 anzsrc-for:1701
    8 anzsrc-for:1702
    9 anzsrc-for:20
    10 anzsrc-for:2004
    11 sg:hasFundedPublication articles:41a087107a5df5e93e5079e030bae198
    12 sg:hasFundingOrganization grid-institutes:grid.420089.7
    13 sg:hasRecipientOrganization grid-institutes:grid.164295.d
    14 sg:language English
    15 sg:license http://scigraph.springernature.com/explorer/license/
    16 sg:scigraphId 43ea66b8d980171e03cfb01085758ef3
    17 sg:startYear 2004
    18 sg:title Biliteracy development in Chinese and Korean children
    19 sg:webpage http://projectreporter.nih.gov/project_info_description.cfm?aid=7334214
    20 rdf:type sg:Grant
    21 rdfs:label Grant: Biliteracy development in Chinese and Korean children
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