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The Development of Reading in Early Bilingualism: Evidence from Turkish-Child L2 Learners of English

Year 2012, Volume: 29 Issue: 1, 1 - 26, 03.09.2015

Abstract

This study investigated the role of phonological awareness in the reading acquisition of Turkish-English successive bilingual children. Cross-language transfer, the relationship between phonological awareness and phonological memory and the effect of grade level on phonological awareness were also explored. The results confirmed the previous research which demonstrated that there is a strong relationship between phonological awareness and reading in monolingual children. Bilingual data, on the other hand, did not present a significant relationship between phonological awareness and reading. Error analyses of nonword reading task revealed that Turkish-English bilingual children transfer phonological awareness skills from Turkish in order to decode English pseudowords, which was evident from their use of Turkish grapheme-phoneme correspondences and Turkish phonological rules. Compatible with the previous research, the present study indicated a significant relationship between phonological awareness and phonological memory of monolingual children. However, bilingual phonological memory did not appear to explain phonological awareness. The results also pointed out that neither bilingual nor monolingual phonological awareness significantly differ across grades.

References

  • Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
  • Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Educational Psychology, 96, 43–55.
  • Ashby, M., & Maidment, J. (2005). Introducing phonetic science. Cambridge: Cambridge University Press.
  • Baddeley, A. D. (1982). Domains of recollection. Psychological Review, 89, 708-729.
  • Baker, E., Croot, K., McLeod, S., & Paul, R. (2001). Psycholinguistics models of speech development and their application to clinical practice. Journal of Speech, Language and Hearing Research, 44, 685-702.
  • Bernhardt, B., & Stoel-Gammon, C. (1994). Nonlinear phonology: Introduction and clinical application. Journal of Speech and Hearing Research, 37, 123–143.
  • Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27– 44.
  • Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97, 580–590.
  • Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69–85.
  • Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A casual connection. Nature, 301, 419–421.
  • Brady, S., & D. Shankweiler (Eds) (1991). Phonological processes in literacy. A tribute to Isabelle Liberman. Hillsdale: LEA Publishers.
  • Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phonemic detection, and learning to read. Developmental Psychology, 26, 429–438.
  • Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing (pp.151-216). London: Academic Press.
  • Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of Reading Aloud: Dual-Route and Parallel-Distributed-Processing Approaches. Psychological Review, 100, 589–608.
  • Connelly, V., Johnston, R., & Thompson, B.G. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14, 423–457.
  • Cook, V., & Bassetti, B. (2005). An introduction to researching second language writing systems. In V. Cook & B. Bassetti (Eds.). Second language writing systems (pp. 1–67).Clevedon: Multilingual Matters.
  • D’Angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English and in Italian in bilingual children. Applied Psycholinguistics, 22, 479–507.
  • Defior, S., Martos, F., & Cary, L. (2002). Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish. Applied Psycholinguistics, 23, 135–148.
  • Dufva, M., Niemi, P., & Voeten, M.J.M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: from preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14, 91–117.
  • Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal, 11, 281–299.
  • Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465.
  • Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In L. Gough & R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale: Erlbaum.
  • Ehri, L. (1996). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research, Volume 3 (pp. 383-417). Mahwah: L. Erlbaum Associates.
  • Ehri, L.C. (1995). Phases of development in learning to read by sight. Journal of Research in Reading, 18, 116–125.
  • Ehri, L.C. (1999). Phases of development in learning to read words. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading: A psychological perspective. (pp. 79–108). Oxford: Blackwell Science.
  • Field, A. (2003). How to design and report experiments. London; Thousand Oaks; California : Sage Publications.
  • Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia (pp. 301–330). London: Erlbaum.
  • Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language. Boston: Thomson Heinle.
  • Frost, J. (2001). Differences in reading development among Danish beginning-readers with high versus low phonemic awareness on entering grade one. Reading and Writing: An Interdisciplinary Journal, 14, 615–642.
  • Gathercole, S., & Baddeley, A. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336–360.
  • Geva, E., & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal , 12, 1–30.
  • Gillon, G. T. (2006). Phonological awareness intervention: A preventive framework for preschool children with specific speech and language impairments. In R. J. McCauley, M. E. Fey (Eds.), Treatment of language disorders in children (pp. 279–307). Baltimore; London; Sydney: Paul H. Brookers Publishing Co.
  • Gillon, G. T. (2007). Phonological awareness: From research to practice. New York: The Guilford Press.
  • Glushko, R. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Educational Psychology: Human Perception and Performance, 5, 674–691.
  • Goswami, U. (1994b). Toward an interactive analogy of reading: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443–475.
  • Goswami, U. (2000). Phonological and Lexical Processes. In R. Barr, M. Kamil, P. Mosenthal & P. Pearson (Eds.), Handbook of reading research, Volume 3 (pp. 251–268). Mahwah: L. Erlbaum Associates.
  • Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
  • Goswami, U., Gombert, J. E., & De Barrera, L. F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics, 19, 19–52.
  • Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition and dyslexia: Insights from connectionist models, Phonological Review, 106, 491– 528.
  • Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171–188.
  • Huck, S. W. (2004). Reading statictics and research. Boston: Pearson Education.
  • Juel, C. (1996). Beginning reading. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research, Volume 2 (pp. 759–788). Mahwah: L. Erlbaum Associates.
  • Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.). Orthography, phonology, morphology, and meaning (pp.67–84). Amsterdam: North-Holland Elsevier Science Publishers B.V.
  • Kornfilt, J. (1997). Turkish. London; New York: Routledge.
  • Kroese, J. M., Hynd, G. W., Knight, D. F., Hiemenz, J. R., & Hall, J. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13, 105–131.
  • LaBerge, D., & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.
  • Ladefoged, P. (1982). A course in phonetics. NY: Harcourt Brace Jovanovich.
  • Lafrance, A., & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559–574.
  • Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability (pp. 1-34). Ann Arbor: University of Michigan Press.
  • Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–212.
  • Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of an intensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
  • Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159–173.
  • Marcel, T. (1980). Surface dyslexia and beginning reading: A revised hypothesis of the pronunciation of print and its impairments. In M. Coltheart, K. Patterson, & J. Marshall (Eds.), Deep dyslexia (pp.227-258). London: Routledge & Kegan Paul.
  • Marsh, G., Friedman, M., Welch, V., & Desberg, P. (1981b). A cognitive- developmental theory of reading acquisition. In G. E. Mackinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 3, pp. 199-221). New York: Academic Press.
  • Masonheimer, P., Drum, P., & Ehri, L. (1984). Does environmental print identification lead children into word reading? Journal of Reading Behavior, 1, 257-271.
  • McMahon, A. (2002). An introduction to English phonology. Oxford: Oxford University Press.
  • Muter, V., Hulme, C., & Snowling, M. (1997). Phonological awareness test. London: Psychological Corporation.
  • Özsoy, S. A. (2004). Türkçe'nin yapısı-1: Sesbilimi. B.Ü. Dil Merkezi Türkçe'nin Yapısı Dizisi. İstanbul: Boğaziçi Üniversitesi Yayınları.
  • Romaine, S. (1995). Bilingualism. Oxford: Blackwell Publishers.
  • Schneider, W., Kuspert, P., Roth, E., & Vise, M. (1997). Short and long term effects of training phonological awareness in kindergarten: Evidence from two German studies. Journal of Experimental Child Psychology, 66, 311–340.
  • Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–568.
  • Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-479.
  • Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale: Lawrence Erlbaum.
  • Thompson, G. B., & Johnston, R. S. (1993). The effects of type of instruction on processes of reading acquisition. In G.B. Thompson, W.E. Tunmer & T. Nicholson (Eds.), Reading acquisition processes (pp.74-90). Clevedon, (England): Multilingual Matters.
  • Topbaş, S., & Yavaş, M. (2006). Phonological acquisition and disorders in Turkish. In: Z. Hua & B. Dodd (Eds.), Phonological development and disorders in children: a multilingual perspective (pp. 233–285). Clevedon, (England); Buffalo: Multilingual Matters Ltd.
  • Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). The test of word reading efficiency. Austin: PRO-ED.
  • Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. In: S.A. Brady & D.P. Shankweiler (Eds.) Phonological Processes in Literacy: A Tribute Isabelle Y. Liberman (pp. 67–83). Hillsdale: Erlbaum.
  • Treiman, R., & Zukowski, A. (1996). Children’s sensitivity to syllables, onsets, rimes, and phonemes. Journal of Experimental Child Psychology, 61, 193–215.
  • Treiman, R. (1993). Beginning to spell: A study of first-grade children. New York: Oxford University Press.
  • Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28, 425-439.
  • Wagner, R., & Torgesen, J. (1987). The nature of phonological processing and its casual role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.
  • Wagner, R., Torgesen, J., & Rashotte, C.A. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73–87.
  • Wagner, R., Torgesen, J.K., & Rashotte, C.A. (1999). The comprehensive test of phonological processing. Austin: PRO-ED.
  • Wagner, R., Torgesen, J.K., Rashotte, C.A., Hecht, S.A., Barker, T.A., Burgess, S.R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468–479.
  • Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: word recognition in English and German children. Cognition, 51, 91-103.
  • Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219–249.
  • Yavaş, M. (2006). Applied English phonology. MA: Blackwell Publishing.
  • Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29.

The Development of Reading in Early Bilingualism: Evidence from Turkish-Child L2 Learners of English

Year 2012, Volume: 29 Issue: 1, 1 - 26, 03.09.2015

Abstract

This study investigated the role of phonological awareness in the reading acquisition of Turkish-English
successive bilingual children. Cross-language transfer, the relationship between phonological awareness and
phonological memory and the effect of grade level on phonological awareness were also explored. The results
confirmed the previous research which demonstrated that there is a strong relationship between phonological
awareness and reading in monolingual children. Bilingual data, on the other hand, did not present a
significant relationship between phonological awareness and reading. Error analyses of nonword reading
task revealed that Turkish-English bilingual children transfer phonological awareness skills from Turkish in
order to decode English pseudowords, which was evident from their use of Turkish grapheme-phoneme
correspondences and Turkish phonological rules. Compatible with the previous research, the present study
indicated a significant relationship between phonological awareness and phonological memory of
monolingual children. However, bilingual phonological memory did not appear to explain phonological
awareness. The results also pointed out that neither bilingual nor monolingual phonological awareness
significantly differ across grades.

References

  • Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
  • Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Educational Psychology, 96, 43–55.
  • Ashby, M., & Maidment, J. (2005). Introducing phonetic science. Cambridge: Cambridge University Press.
  • Baddeley, A. D. (1982). Domains of recollection. Psychological Review, 89, 708-729.
  • Baker, E., Croot, K., McLeod, S., & Paul, R. (2001). Psycholinguistics models of speech development and their application to clinical practice. Journal of Speech, Language and Hearing Research, 44, 685-702.
  • Bernhardt, B., & Stoel-Gammon, C. (1994). Nonlinear phonology: Introduction and clinical application. Journal of Speech and Hearing Research, 37, 123–143.
  • Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27– 44.
  • Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97, 580–590.
  • Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69–85.
  • Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A casual connection. Nature, 301, 419–421.
  • Brady, S., & D. Shankweiler (Eds) (1991). Phonological processes in literacy. A tribute to Isabelle Liberman. Hillsdale: LEA Publishers.
  • Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phonemic detection, and learning to read. Developmental Psychology, 26, 429–438.
  • Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing (pp.151-216). London: Academic Press.
  • Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of Reading Aloud: Dual-Route and Parallel-Distributed-Processing Approaches. Psychological Review, 100, 589–608.
  • Connelly, V., Johnston, R., & Thompson, B.G. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14, 423–457.
  • Cook, V., & Bassetti, B. (2005). An introduction to researching second language writing systems. In V. Cook & B. Bassetti (Eds.). Second language writing systems (pp. 1–67).Clevedon: Multilingual Matters.
  • D’Angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English and in Italian in bilingual children. Applied Psycholinguistics, 22, 479–507.
  • Defior, S., Martos, F., & Cary, L. (2002). Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish. Applied Psycholinguistics, 23, 135–148.
  • Dufva, M., Niemi, P., & Voeten, M.J.M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: from preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14, 91–117.
  • Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal, 11, 281–299.
  • Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465.
  • Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In L. Gough & R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale: Erlbaum.
  • Ehri, L. (1996). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research, Volume 3 (pp. 383-417). Mahwah: L. Erlbaum Associates.
  • Ehri, L.C. (1995). Phases of development in learning to read by sight. Journal of Research in Reading, 18, 116–125.
  • Ehri, L.C. (1999). Phases of development in learning to read words. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading: A psychological perspective. (pp. 79–108). Oxford: Blackwell Science.
  • Field, A. (2003). How to design and report experiments. London; Thousand Oaks; California : Sage Publications.
  • Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia (pp. 301–330). London: Erlbaum.
  • Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language. Boston: Thomson Heinle.
  • Frost, J. (2001). Differences in reading development among Danish beginning-readers with high versus low phonemic awareness on entering grade one. Reading and Writing: An Interdisciplinary Journal, 14, 615–642.
  • Gathercole, S., & Baddeley, A. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336–360.
  • Geva, E., & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal , 12, 1–30.
  • Gillon, G. T. (2006). Phonological awareness intervention: A preventive framework for preschool children with specific speech and language impairments. In R. J. McCauley, M. E. Fey (Eds.), Treatment of language disorders in children (pp. 279–307). Baltimore; London; Sydney: Paul H. Brookers Publishing Co.
  • Gillon, G. T. (2007). Phonological awareness: From research to practice. New York: The Guilford Press.
  • Glushko, R. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Educational Psychology: Human Perception and Performance, 5, 674–691.
  • Goswami, U. (1994b). Toward an interactive analogy of reading: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443–475.
  • Goswami, U. (2000). Phonological and Lexical Processes. In R. Barr, M. Kamil, P. Mosenthal & P. Pearson (Eds.), Handbook of reading research, Volume 3 (pp. 251–268). Mahwah: L. Erlbaum Associates.
  • Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
  • Goswami, U., Gombert, J. E., & De Barrera, L. F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics, 19, 19–52.
  • Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition and dyslexia: Insights from connectionist models, Phonological Review, 106, 491– 528.
  • Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171–188.
  • Huck, S. W. (2004). Reading statictics and research. Boston: Pearson Education.
  • Juel, C. (1996). Beginning reading. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research, Volume 2 (pp. 759–788). Mahwah: L. Erlbaum Associates.
  • Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.). Orthography, phonology, morphology, and meaning (pp.67–84). Amsterdam: North-Holland Elsevier Science Publishers B.V.
  • Kornfilt, J. (1997). Turkish. London; New York: Routledge.
  • Kroese, J. M., Hynd, G. W., Knight, D. F., Hiemenz, J. R., & Hall, J. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13, 105–131.
  • LaBerge, D., & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.
  • Ladefoged, P. (1982). A course in phonetics. NY: Harcourt Brace Jovanovich.
  • Lafrance, A., & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559–574.
  • Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability (pp. 1-34). Ann Arbor: University of Michigan Press.
  • Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–212.
  • Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of an intensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
  • Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159–173.
  • Marcel, T. (1980). Surface dyslexia and beginning reading: A revised hypothesis of the pronunciation of print and its impairments. In M. Coltheart, K. Patterson, & J. Marshall (Eds.), Deep dyslexia (pp.227-258). London: Routledge & Kegan Paul.
  • Marsh, G., Friedman, M., Welch, V., & Desberg, P. (1981b). A cognitive- developmental theory of reading acquisition. In G. E. Mackinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 3, pp. 199-221). New York: Academic Press.
  • Masonheimer, P., Drum, P., & Ehri, L. (1984). Does environmental print identification lead children into word reading? Journal of Reading Behavior, 1, 257-271.
  • McMahon, A. (2002). An introduction to English phonology. Oxford: Oxford University Press.
  • Muter, V., Hulme, C., & Snowling, M. (1997). Phonological awareness test. London: Psychological Corporation.
  • Özsoy, S. A. (2004). Türkçe'nin yapısı-1: Sesbilimi. B.Ü. Dil Merkezi Türkçe'nin Yapısı Dizisi. İstanbul: Boğaziçi Üniversitesi Yayınları.
  • Romaine, S. (1995). Bilingualism. Oxford: Blackwell Publishers.
  • Schneider, W., Kuspert, P., Roth, E., & Vise, M. (1997). Short and long term effects of training phonological awareness in kindergarten: Evidence from two German studies. Journal of Experimental Child Psychology, 66, 311–340.
  • Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–568.
  • Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-479.
  • Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale: Lawrence Erlbaum.
  • Thompson, G. B., & Johnston, R. S. (1993). The effects of type of instruction on processes of reading acquisition. In G.B. Thompson, W.E. Tunmer & T. Nicholson (Eds.), Reading acquisition processes (pp.74-90). Clevedon, (England): Multilingual Matters.
  • Topbaş, S., & Yavaş, M. (2006). Phonological acquisition and disorders in Turkish. In: Z. Hua & B. Dodd (Eds.), Phonological development and disorders in children: a multilingual perspective (pp. 233–285). Clevedon, (England); Buffalo: Multilingual Matters Ltd.
  • Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). The test of word reading efficiency. Austin: PRO-ED.
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There are 78 citations in total.

Details

Primary Language English
Journal Section Original Articles
Authors

Feride Özdemir This is me

Belma Haznedar

Nalan Babür

Publication Date September 3, 2015
Published in Issue Year 2012 Volume: 29 Issue: 1

Cite

APA Özdemir, F., Haznedar, B., & Babür, N. (2015). The Development of Reading in Early Bilingualism: Evidence from Turkish-Child L2 Learners of English. Bogazici University Journal of Education, 29(1), 1-26.