Speech perception, vocabulary, and the development of reading skills in english among Korean- and English-speaking children.

This study examined the roles of speech perception and phonological processing in reading and spelling acquisition for native and nonnative speakers of English in the 1st grade. The performance of 50 children (23 native English speakers and 27 native Korean speakers) was examined on tasks assessing reading and spelling, phonological processing, speech perception, and receptive vocabulary at the start and end of the school year. Korean-speaking children outperformed native English speakers on each of the literacy measures at the start and end of 1st grade, despite differences in their initial phonological representations and processing skills. Furthermore, speech perception and phonological processing were important contributors to early literacy skills, independent of oral language skills, for children from both language groups.

[1]  J. Mitchell.  Comprehensive Test of Phonological Processing , 2001 .

[2]  Charles Hulme,et al.  Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart , 2005 .

[3]  Salvador Soto-Faraco,et al.  The perception of second language sounds in early bilinguals: new evidence from an implicit measure. , 2005, Journal of experimental psychology. Human perception and performance.

[4]  U. Goswami,et al.  Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. , 1997, Journal of experimental child psychology.

[5]  James M. Royer,et al.  The Development and Cross-Language Transfer of Phonological Awareness , 1995 .

[6]  D. Share,et al.  Sources of Individual Differences in Reading Acquisition. , 1984 .

[7]  V. Mann,et al.  Reading disability: the role of language deficiencies. , 1988, Journal of consulting and clinical psychology.

[8]  Charles Hulme,et al.  The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study , 2001 .

[9]  C. Best.  A direct realist view of cross-language speech perception , 1995 .

[10]  Ellen Bialystok,et al.  Does bilingualism matter for early literacy? , 1999, Bilingualism: Language and Cognition.

[11]  Donald Shankweiler,et al.  Phonological processes in literacy : a tribute to Isabelle Y. Liberman , 1991 .

[12]  C. Hulme,et al.  Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. , 2004, Developmental psychology.

[13]  Fredrick A. Schrank,et al.  Woodcock Diagnostic Reading Battery , 2008 .

[14]  E. Bialystok,et al.  Developing phonological awareness: Is there a bilingual advantage? , 2003, Applied Psycholinguistics.

[15]  W. Strange.  Speech perception and linguistic experience : issues in cross-language research , 1995 .

[16]  Anne Cutler,et al.  The monolingual nature of speech segmentation by bilinguals , 1992, Cognitive Psychology.

[17]  Jamie L. Metsala,et al.  Spoken Word Recognition in Reading Disabled Children. , 1997 .

[18]  I. Lundberg,et al.  Early prediction of individual growth in reading , 2000 .

[19]  M. Reed.  Speech perception and the discrimination of brief auditory cues in reading disabled children. , 1989, Journal of experimental child psychology.

[20]  R. Eilers,et al.  Chapter: 4 Effects of Bilingualism and Bilingual Education on Oral and Written English Skills: A Multifactor Study of Standardized Test Outcomes , 2002 .

[21]  R. Wagner,et al.  The nature of phonological processing and its causal role in the acquisition of reading skills. , 1987 .

[22]  L. Sprenger-Charolles,et al.  Allophonic mode of speech perception in dyslexia. , 2004, Journal of experimental child psychology.

[23]  H. Swanson.  Short-Term Memory and Working Memory , 1994, Journal of learning disabilities.

[24]  J. Ziegler,et al.  Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. , 2005, Psychological bulletin.

[25]  Charles A. Perfetti,et al.  Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. , 1987 .

[26]  P. Bertelson,et al.  Does awareness of speech as a sequence of phones arise spontaneously? , 1979, Cognition.

[27]  Catherine McBride-Chang,et al.  Phonological processing, speech perception, and reading disability: An integrative review. , 1995 .

[28]  Barbara Hancin-Bhatt,et al.  Segment transfer: a consequence of a dynamic system , 1994 .

[29]  Anne E. Fowler,et al.  How early phonological development might set the stage for phoneme awareness. , 1991 .

[30]  Min Wang,et al.  Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer , 2006 .

[31]  Lesly Wade-Woolley,et al.  The spelling performance of ESL and native speakers of English as a function of reading skill , 1997 .

[32]  Catherine McBride-Chang,et al.  Correlates of Korean Hangul Acquisition Among Kindergartners and Second Graders , 2005 .

[33]  K. Stanovich,et al.  Early reading acquisition and its relation to reading experience and ability 10 years later. , 1997, Developmental psychology.

[34]  Ellen Bouchard Ryan,et al.  Differential Utilization of Syntactic and Semantic Information by Skilled and Less Skilled Readers in the Intermediate Grades. , 1981 .

[35]  J. Godfrey,et al.  Performance of dyslexic children on speech perception tests. , 1981, Journal of experimental child psychology.

[36]  M. Snowling.  Phonemic deficits in developmental dyslexia , 1981, Psychological research.

[37]  H. Catts,et al.  Explaining Speech Production Deficits in Poor Readers , 1990, Journal of learning disabilities.

[38]  D. Share,et al.  Temporal processing and reading disability , 2002 .

[39]  Michael M. Gerber,et al.  Literacy and Cognitive Functioning in Bilingual and Nonbilingual Children at or Not at Risk for Reading Disabilities , 2004 .

[40]  A. Baddeley,et al.  Phonological memory and vocabulary development during the early school years: A longitudinal study. , 1992 .

[41]  Esther Geva,et al.  Spelling acquisition of novel English phonemes in Chinese children , 2003 .

[42]  Marilyn Jager Adams,et al.  Beginning To Read: Thinking and Learning about Print. , 1991 .

[43]  Jamie L. Metsala,et al.  Word Recognition in Beginning Literacy , 2013 .

[44]  U. Goswami,et al.  Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework. , 2000, Dyslexia.

[45]  Fred R. Eckman.  FROM PHONEMIC DIFFERENCES TO CONSTRAINT RANKINGS: Research on Second Language Phonology , 2004, Studies in Second Language Acquisition.

[46]  J. Metsala,et al.  Spoken vocabulary growth and the segmental restructuring of lexical representations: precursors to p , 1998 .

[47]  Lesly Wade-Woolley,et al.  Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study , 2002 .

[48]  Carsten Elbro,et al.  Early linguistic abilities and reading development: A review and a hypothesis , 1996 .

[49]  J. Cummins.  D. KIMBROUGH OLLER REBECCA E. EILERS (eds), Language and literacy in bilingual children. Clevedon, England: Multilingual Matters, 2002. Pp. vii+310. ISBN 1-85359-571-3 (hbk), 1-85359-570-5 (pbk). , 2004 .

[50]  Jose Morais,et al.  Levels of phonological representation in skilled reading and in learning to read , 2003 .

[51]  M. Snowling.  From language to reading and dyslexia. , 2001, Dyslexia.

[52]  H. Cheung.  Nonword Span as a Unique Predictor of Second-Language Vocabulary Learning. , 1996 .

[53]  Esther Geva,et al.  Understanding individual differences in word recognition skills of ESL children , 2000, Annals of dyslexia.

[54]  L. Siegel,et al.  Learning to read Chinese: Semantic, syntactic, phonological and working memory skills in normally achieving and poor Chinese readers , 1997 .

[55]  Catherine McBride-Chang,et al.  Cross-cultural similarities in the predictors of reading acquisition. , 2002, Child development.

[56]  Nonie K. Lesaux,et al.  The development of reading in children who speak English as a second language. , 2003, Developmental psychology.

[57]  N. A. Badian,et al.  A Validation of the Role of Preschool Phonological and Orthographic Skills in the Prediction of Reading , 1998, Journal of learning disabilities.

[58]  D. Chiappe,et al.  Speech perception, lexicality, and reading skill. , 2001, Journal of experimental child psychology.

[59]  Ellen Bouchard Ryan,et al.  Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children , 1988 .

[60]  L. Siegel,et al.  Factors related to English reading performance in children with Chinese as a first language : More evidence of cross-language transfer of phonological processing , 2001 .

[61]  J. Cummins,et al.  Linguistic Interdependence and the Educational Development of Bilingual Children , 1979 .

[62]  W. Nagy,et al.  Cross-language transfer of phonological awareness. , 1993 .

[63]  S. Brady,et al.  Ability to encode phonological representations: An underlying difficulty of poor readers. , 1997 .

[64]  S. Brady,et al.  Speech Repetition Abilities in Children Who Differ in Reading Skill , 1989, Language and speech.

[65]  Linda S. Siegel,et al.  Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. , 1999 .