The Development and Cross-Language Transfer of Phonological Awareness

Cisero, Cheryl A.; Royer, James M.

doi:10.1006/ceps.1995.1018

Cited by 248 publications

(223 citation statements)

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“…There are various studies examining those questions. For example, there are findings indicating that phonological awareness in a first language (L1) predicts decoding skills and word identification not only in the L1 but also in a second language (L2) (Cisero & Royer, 1995). Additional studies found that phonological decoding in the L1 is highly correlated with acquisition of reading skills in the L2; Phonological awareness was determined as a major component in predicting reading achievements in two languages, independent to the nature of the native tongue (Muter & Diethelm, 2001;Quiroda, Lemos-Britton, Mostafapour, Abbott, & Berninger, 2002).…”

Section: Reading Development In L2mentioning

confidence: 99%

A Study into the Results of an Intervention Program of Linguistic Skills in English (L2) and Its Effect on Hebrew (L1) among Poor Readers: An Examination of the Cognitive-Retroactive Transfer (CRT) Hypothesis

Abu‐Rabia

Bluestein-Danon²

2012

OJML

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The present study examined whether an improvement in English as a second language causes an improvement among poor readers in Hebrew as the first language. This assumption is named in the present study "The Cognitive-Retroactive Transfer (CRT) hypothesis of linguistic skills". The participants were 20 sixth-grade poor readers from Israeli elementary schools, with Hebrew as their first language, and who learn English as their second language. All the students in the program participated in small group instruction sessions that emphasized linguistic and meta-linguistic skills in the second language (English). The program, which was administered over a 5-month period, involved approximately 40 hours of contact with a trained instructor. The participants were administered various tests which measured their basic linguistic skills in English as well as in Hebrew. The tests were as follows: phonological awareness, phonological processing, word identification, reading fluency, reading comprehension, morphological awareness, syntactic awareness, orthographic knowledge and spelling. The tests in both languages were given to the participants before and after the intervention program. The test results indicated significant differences both in English and in Hebrew before and after the intervention program for all linguistic skills (except orthographic knowledge). The findings provide scientific support for the Cognitive-Retroactive Transfer (CRT) hypothesis, which means that an improvement in linguistic and meta-linguistic skills in a second language will be expected to give rise to a similar improvement in the first language as well. The results are discussed in light of the findings in the literature as well as suggestions for future research.

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Section: Reading Development In L2mentioning

confidence: 99%

A Study into the Results of an Intervention Program of Linguistic Skills in English (L2) and Its Effect on Hebrew (L1) among Poor Readers: An Examination of the Cognitive-Retroactive Transfer (CRT) Hypothesis

Abu‐Rabia

Bluestein-Danon²

2012

OJML

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“…Furthermore, this study showed that the first language affects the learning of the second language; that is, knowledge of the mother tongue in general and literacy in particular, affects successful learning of the second language (Brown & Haynes, 1985;Koda, 1990;Akamatsu, 2003). In this context, phonological awareness of the first language was found to predict word identification and decoding skills in the second language (Cisero & Royer, 1995). Another research has found a relationship between the acquisition of phonological decoding in the mother tongue and reading acquisition in the second language (Ibrahim, Eviatar, & Aharon-Peretz, 2007).…”

Section: Introductionmentioning

confidence: 72%

The Complex Nature of Text Reading Difficulties: The Case of Bilingual Children

Ibrahim¹,

Shibel²,

Hertz‐Lazarowitz³

2014

PSYCH

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The present research examined the effect of nature of orthography on the development of reading acquisition among children acquiring Arabic and Hebrew. Speed and accuracy measures were examined in reading texts in Arabic and in Hebrew. It was found that Arabic speakers showed an almost equal control in reading both languages. Furthermore, it was found that the speed of reading texts in Arabic among Arabic speakers was 3 times slower than reading Hebrew texts among Hebrew readers. These findings confirm that there is difficulty in identifying and decoding visual stimuli in Arabic. Furthermore, findings of the present research paper emphasizes that reading in Hebrew is faster and more precise than reading in Arabic, beyond mother tongue groups (Arab and Hebrew speakers). In addition, Hebrew readers showed a significant difference in reading in favor of reading in their mother tongue (both in accuracy and speed). In conclusion, findings of the present research suggest that there is an objective difficulty in acquiring reading of the Arabic language, and there is need for systematic intervention among those who face difficulties in the learning process.

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“…Phonological skills-i.e., differentiating and manipulating basic units of sounds in speech-undergird the ability to connect sounds and symbols (Burns et al 1999). Even more importantly for our work, phonological processing skills developed in one language can transfer to another language, even while those skills are still in the process of being developed (Cisero and Royer 1995). As a result, any investigation of home literacy practices must extend to include both first and second language practices of the parents and children.…”

Section: Linguistic Access: Second Language Acquisitionmentioning

confidence: 99%

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

Trainin

Wessels

Nelson

et al. 2016

Early Childhood Educ J

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This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the pre-LAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students' achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students.

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The Development and Cross-Language Transfer of Phonological Awareness

Cited by 248 publications

References 0 publications

A Study into the Results of an Intervention Program of Linguistic Skills in English (L2) and Its Effect on Hebrew (L1) among Poor Readers: An Examination of the Cognitive-Retroactive Transfer (CRT) Hypothesis

A Study into the Results of an Intervention Program of Linguistic Skills in English (L2) and Its Effect on Hebrew (L1) among Poor Readers: An Examination of the Cognitive-Retroactive Transfer (CRT) Hypothesis

The Complex Nature of Text Reading Difficulties: The Case of Bilingual Children

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

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