Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems

Abstract

Two hundred and four 5and 6-year-olds who were monolingual English-, bilingual English–Chinese-, or Chinese-speaking children beginning to learn English (2nd-language learners) were compared on phonological awareness and word decoding tasks in English and Chinese. Phonological awareness developed in response to language exposure and instruction but, once… (More)

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Cite this paper

@inproceedings{Bialystok2005BilingualismLP, title={Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems}, author={Ellen Bialystok and Catherine A McBride-Chang and Gigi Luk}, year={2005} }