Metalinguistic Awareness in Second Language Reading Development

Ke, Sihui; Zhang, Dongbo; Koda, Keiko

doi:10.1017/9781108979801

Cited by 12 publications

(16 citation statements)

References 158 publications

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“…Developmentally, the importance of MA, and its relative importance with that of PA, is also in line with stage/phase models of reading acquisition where English-speaking children at a relative late stage (e.g., the consolidated alphabetic phase in Ehri, 2005) employ chunking (e.g., syllables and morphemes) to read multisyllabic/multimorphemic words. Numerous studies have found MA as a significant predictor, over and above phonological skills, of both word reading accuracy and fluency across languages and reader groups (see the meta-analytic findings reported in Ke et al, 2021Ke et al, , 2023Lee et al, 2022;Ruan et al, 2018).…”

Section: Morphological Awareness and Reading Developmentmentioning

confidence: 99%

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Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations

Zhang¹,

Ke²

2023

Preprint

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This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = .610, .712, and .669 (all ps < .001), respectively, for word reading, vocabulary knowledge, and reading comprehension. A set of moderator analysis was conducted of language, DHH students’ age/reading stage and degree of hearing loss, and task type. The correlation of MA with word reading was significantly stronger in alphabetic than in non-alphabetic languages, and for fluency than accuracy; for vocabulary knowledge, the correlation was significantly stronger for production MA tasks than for judgment tasks; for reading comprehension, derivational MA tasks showed a stronger correlation than those having a mixed focus on inflection and derivation. While no other moderator effects were significant, the correlations for subsets of effect sizes were largely high for a moderator. These findings reaffirmed the importance of morphology in DHH students’ reading development. The present synthesis, while evidencing major development of research on the metalinguistic underpinnings of reading in DHH students, also showed that the literature on MA is still very limited.

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Section: Morphological Awareness and Reading Developmentmentioning

confidence: 99%

“…Concurrently, none of the recent meta-analyses on correlations of MA with reading outcomes (Ke et al, 2021(Ke et al, , 2023Lee et al, 2022;Ruan et al, 2018) focused on DHH students in specific.…”

Section: Moprhology and Reading In Dhh Students 14mentioning

confidence: 99%

Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations

Zhang¹,

Ke²

2023

Preprint

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“…But, it is the development of literacy that generates further development of metalinguistic awareness. Ke et al (2023) maintain that learning to read is "fundamentally metalinguistic because learners need to understand how the internal elements of a spoken word relate to units of graphic symbols" (p. 1). They also emphasize reciprocal, developmental relations among oral language, metalinguistic awareness, and reading competence.…”

Section: Mlat Subtest Scores Versus Mlat Composite Score For Predicti...mentioning

confidence: 99%

Mapping the predictive role of MLAT subtests for L2 achievement through regression commonality analysis

Dale,

Sparks

2023

Stud Second Lang Acquis

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Despite the widespread use and effectiveness of the Modern Language Aptitude Test (MLAT) composite score in predicting individual differences in L2 achievement and proficiency, there has been little examination of MLAT subtests, although they have potential for illuminating components of L2 aptitude and the mechanism of prediction. Here we use regression commonality analysis to decompose the predictive variance from the MLAT into unique components for each subtest alone and for each possible combination of subtests (duos, trios, etc.) that may have shared variance. The results, from a longitudinal study of 307 U.S. secondary students during 2 years of Spanish learning, provide strong evidence for the role of literacy-related skills in all subtests and in predicting all L2 outcomes. These and other results support a view of L1 literacy and language skills leading to metalinguistic development, which in turn leads to stronger L2 aptitude and achievement.

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“…To our knowledge, this is the first systematic review and meta-analysis focused on correlations between sign language and spoken/written language competences, among many other reviews and discussions on related topics over the past few decades (e.g., Cummins, 2007;Grosjean, 2010;Hermans et al 2010;Hoffmeister, 2000;Mayer & Wells, 1996;Mayer & Trezek, 2000;Paul & Yan, 2023;Sanzo, 2022;Scott, 2021;Swanwick, 2016;Wilbur, 2000). There have been a few meta-analyses of cross-linguistic correlations in second language (L2)/bilingual learners (e.g., Branum-Martin et al, 2012;Ke et al, , 2023Melby-Lervåg & Lervåg, 2011;Prevoo et al, 2016;Yang et al, 2017). None, however, focused on signing d/Deaf learners or bimodal bilinguals.…”

Section: Sign Language In D/deaf Students' Spoken/written Language De...mentioning

confidence: 99%

“…This body of the literature, nevertheless, also revealed the complexity of linguistic interdependence and transfer concerning the strength, mechanisms, and directionality of crosslinguistic associations. It also demonstrated that transfer is conditioned on various factors such as Sign Language Transfer 9 L1-L2 distance, L1/L2 proficiency, language complexity, education settings, and research methodology (Chung et al, 2019;Hipfner-Boucher & Chen, 2016) The LIH and transfer facilitation, and their conditioning and complexity, have also motivated efforts to synthesize the findings in a few meta-analyses of cross-linguistic correlation coefficients (Branum-Martin et al, 2012;Ke et al, , 2023Melby-Lervåg & Lervåg, 2011;Prevoo et al, 2016;Yang et al, 2017). These meta-analyses all focused on hearing school-aged students' reading development (e.g., word reading and reading comprehension) with Prevoo et al (2016) being an exception, which examined school outcomes more broadly that also included math and general academic achievement.…”

Section: Linguistic Interdependence Transfer Facilitation and Educati...mentioning

confidence: 99%

Sign language in d/Deaf students’ spoken/written language development: A research synthesis and meta-analysis of cross-linguistic correlation coefficients

Zhang,

KE,

Yang

et al. 2023

Preprint

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This paper presents the first systematic review and meta-analysis on cross-linguistic correlations between sign language and spoken/written language competences in bilingual d/Deaf learners. A total of 202 effect sizes were identified based on 70 independent samples that appeared in 52 published and unpublished outputs from 1981 to 2023 (N = 3,570). The effect sizes involved seven sign language correlates (e.g., fingerspelling, phonological awareness [PA], lexico-semantic knowledge) and eight spoken/written language correlates (e.g., PA, lexico-semantic knowledge, word reading, reading comprehension). Estimated mean correlations of 26 cross-linguistic relationships ranged from r = .322 (p < .001) for sign language PA and reading comprehension to r = .645 (p < .001) for fingerspelling and word reading. Among other moderators, age/grade (elementary, secondary, vs. university/adult), signer status (native vs. non-native), program type (bilingual vs. Total Communication/SimCom), and task type (passage comprehension vs. sentence comprehension) either showed significant moderation effects or resulted in differing size (small, medium, vs. large) in the correlation coefficients among subgroups of primary studies. The meta-analytic findings lend support to the legitimate application of linguistic interdependence, common underlying proficiency, cross-linguistic transfer facilitation, and their associated constructs to the educational development of signing/bimodal bilingual learners. The moderator analysis results, in particular, have shed light on the conditioning of linguistic interdependence and transfer and expanded current understandings about the complexity of the issue and its practical implications in bilingual deaf education.

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Metalinguistic Awareness in Second Language Reading Development

Cited by 12 publications

References 158 publications

Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations

Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations

Mapping the predictive role of MLAT subtests for L2 achievement through regression commonality analysis

Sign language in d/Deaf students’ spoken/written language development: A research synthesis and meta-analysis of cross-linguistic correlation coefficients

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