Issues related to the topic of the dependency relation between oral language and reading in bilingual children were discussed. Literature reviewed includes studies of oral language and reading in monolingual speakers, models of reading processes, phonological recoding as an intermediary process in reading, studies on reading instruction for bilingual children, and the processing of dual languages by bilingual speakers. A model of monolingual versus bilingual reading was developed based on the review of the literature. An experimental study by Chu-Chang (1979) verifying the model was presented. Implications of this model for reading instruction for bilingual children and future research were raised.
Three main issues relating to the question of silent speech in reading are addressed: 1) How do Chinese speakers process Chinese ideographs in short‐term memory? 2) How is Chinese students' learning of written English affected by the transition to an alphabetic language? 3) Are the strategies for encoding written words in short‐term memory different for students of diverse language background? Chinese and Spanish bilingual students were tested for short‐term memory encoding strategies on word‐recognition tests. Chinese speakers were found to encode Chinese ideographs phonologically, but both Chinese and Spanish learners of English were found to encode English words visually. Implications for the acquisition of reading are discussed in terms of a two‐stage model.
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