Source
Journal of Research in Reading, 31, 1, (2013), pp. 1-13ISSN
Publication type
Article / Letter to editor
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Organization
SW OZ BSI OLO
Journal title
Journal of Research in Reading
Volume
vol. 31
Issue
iss. 1
Languages used
English (eng)
Page start
p. 1
Page end
p. 13
Subject
Learning and PlasticityAbstract
The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme-awareness tasks compared with monolingual Dutch-speaking children. Language performance of a group of 47 immigrant first-grade children with various different cultural backgrounds and a subsample of 29 TurkishDutch bilingual immigrant children was compared with those of 15 first-grade monolingual native Dutch children from similar low-socioeconomic backgrounds. All children were tested on Dutch phoneme awareness, vocabulary and word decoding. The TurkishDutch children were also tested on Turkish phoneme awareness and Turkish vocabulary. Dutch vocabulary scores of the bilingual children were below that of the monolingual Dutch children. Neither the entire group of bilingual children nor the subsample of TurkishDutch children were better or worse on phoneme awareness than monolingual Dutch children. However, TurkishDutch children scored better on the Dutch tasks for phoneme awareness and vocabulary than on the Turkish tasks. Language proficiency in the adopted language of bilingual children appears to quickly exceed that of their native language, when no instruction in the first language is provided.
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- Academic publications [238441]
- Faculty of Social Sciences [29483]
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