Learning to read in English: comparing monolingual English and bilingual Zulu-English Grade 3 learners2222. Sousa DS, Broom Y. Learning to read in English: comparing monolingual English and bilingual Zulu-English Grade 3 learners. South African J Child Educ. 2011;1(1):1-18. |
To explore whether Zulu-English bilinguals have better results in phonological awareness, word reading, and reading comprehension tasks than their English monolingual peers. |
Group EL1 (monolinguals) performed better in phonological awareness tasks than Group EL2 (bilinguals). |
Phonological awareness skills of English as Second Language (ESL) learners: the case of first-grade Filipino Bilinguals2323. Abdon MM, Maghanoy JM, Alieto EO, Buslon JB, Rillo RM, Bacang BG. Phonological awareness skills of English As Second Language (ESL) learners: the case of first-grade Filipino Bilinguals. Sci. Int. (Lahore). 2019;31(5):647-52. |
To compare the performance of full and partial bilinguals in phonological awareness tasks. |
The bilinguals proficient in L1 and L2 performed better in phonological awareness than the bilinguals more proficient in L1. |
Bidirectional cross-linguistic association of phonological skills and reading comprehension: evidence from Hong Kong Chinese-English bilingual readers2424. Deng Q, Choi W, Tong X. Bidirectional cross-linguistic association of phonological skills and reading comprehension: evidence from Hong Kong Chinese-English bilingual readers.J Learn Disabil. 2019;(4):299-311. |
To investigate how phonological skills in L1 and L2 contribute to reading in both languages. |
The study demonstrated the bidirectional association (from L1 to L2 and from L2 to L1) for reading comprehension - i.e., the knowledge of phonological aspects of Chinese contributed to reading comprehension in English, and the knowledge of phonological aspects of English contributed to reading comprehension in Chinese. |
Simultaneous acquisition of English and Chinese impacts children’s reliance on vocabulary, morphological and phonological awareness for reading in English2525. Hsu LSJ, Ip KI, Arredondo MM, Tardif T, Kovelman I. Simultaneous acquisition of English and Chinese impacts children's reliance on vocabulary, morphological and phonological awareness for reading in English. Int J Biling Educ Biling. 2019;22(2):207-23. |
To explore the role of bilingualism in the acquisition of reading, comparing bilingual with monolingual children. |
There was no difference in the performance of bilinguals and monolinguals - except for the isolated word reading task, in which the bilinguals were superior. |
Tone matters for Cantonese-English bilingual children’s English word reading development: a unified model of phonological transfer2626. Tong X, He X, Deacon SH. Tone matters for Cantonese-English bilingual children's English word reading development: a unified model of phonological transfer. Mem Cogn. 2017;45(2):320-33. |
To investigate whether there is a phonological transfer from L1 to L2 in Cantonese-English bilingual children. |
The study demonstrated the presence of phonological transfer between L1 and L2. |
A comparative study on phonological acquisition and performance in phonological awareness by children exposed to a bilingual or monolingual family environment2828. Brancalioni AR, Bogoni AP, Silva DP, Giacchini V. A comparative study on phonological acquisition and performance in phonological awareness by children exposed to a bilingual or monolingual family environment. Rev. CEFAC. 2018;20(6):703-14. |
To verify and compare the phonological acquisition and performance in phonological awareness tasks between children exposed to a bilingual home environment and children exposed to a monolingual home environment. |
The children exposed to a bilingual home environment got fewer answers right in the phonological awareness tasks, although no statistically significant difference was found. |
Metalinguistic contribution to writing competence: a study of monolingual children in China and bilingual children in Singapore2929. Sun B, Hu G, Curdt-Christiansen XL. Metalinguistic contribution to writing competence: a study of monolingual children in China and bilingual children in Singapore. Read Writ. 2018;31(7):1499-523. |
To investigate how the components of metalinguistic awareness contribute to reading comprehension in bilingual and monolingual children. |
The bilinguals performed better in phonological awareness than the monolinguals. |
The effects of Spanish heritage language literacy on English reading for Spanish-English bilingual children in the US3030. Kremin LVDV, Arredondo MM, Ju Hsu LS, Satterfield T, Kovelman I. The effects of Spanish heritage language literacy on English reading for Spanish-English bilingual children in the US. Int J Biling Educ Biling. 2019;22(2):192-206. |
To investigate the impact of bilingualism on children’s literacy. |
The bilinguals performed better in phonological awareness skills than their monolingual peers. |
Profile of phonological awareness in bilingual and monolingual children3131. Souza LBR, Leite AGC. Profile of phonological awareness in bilingual and monolingual children. CoDAS. 2014;26(1):61-7. |
To compare the performance of phonological awareness skills in bilingual and monolingual students. |
There was a differentiated performance in phonological awareness skills between the tested groups; the bilinguals had better results than the monolinguals. Bilingual children had greater mastery over the phonemic awareness skill, which is an integral and more complex part of phonological awareness. |
The relationship between phonological awareness and executive attention in Chinese-English bilingual children3232. Yang H, Yang S, Kang C. The relationship between phonological awareness and executive attention in Chinese-English bilingual children. Cognitive Development. 2014;30:65-80. |
To examine the relationship between phonological awareness and executive attention in bilingual children who are learning to read. |
Bidirectional association between phonological awareness and the executive attention in the bilinguals. |
Differential growth patterns in emerging reading skills of Turkish-German Bilingual and German Monolingual primary school students3333. Limbird CK, Maluch JT, Rjosk C, Stanat P, Merkens H. Differential growth patterns in emerging reading skills of Turkish-German bilingual and German monolingual primary school students. Read Writ. 2014;27(5):945-68. |
To compare the basic reading skills in bilingual and monolingual children. |
Both groups similarly developed phonological awareness. |
Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children3636. Kang J. Do bilingual children possess better phonological awareness? Investigation of Korean monolingual and Korean-English bilingual children. Read Writ. 2012;25(2):411-31. |
To investigate whether bilingual children have an advantage in phonological awareness skills. |
The study results indicated that the bilingual children had an advantage over the monolinguals regarding phonological awareness. |
Second-language learners’ advantage in metalinguistic awareness: A question of languages’ characteristics3737. Reder F, Marec-Brenton N, Gombert JE, Demont E. Second-language learners' advantage in metalinguistic awareness: a question of languages' characteristics. The BPS. 2013;83(1):686-7012. |
To investigate phonological, morphological, and syntactic awareness skills in children who are learning L2. |
There were no significant differences between the bilinguals and monolinguals concerning phonological awareness. |
Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children3838. Wong SW, Chow BW, Ho CS, Waye MM, Bishop DV. Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children. Dev Psychol. 2014;50(11):2539-48. |
To analyze the genetic and environmental influences on visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination in L1 and L2 in twins. |
The genetic factors play an important role in the phonological awareness of bilinguals, whereas the shared environmental factors contributed more to the Chinese phonological awareness. Moreover, learning to read in L2 did not interfere with the acquisition of L1. |