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Lexical knowledge and bilingual read...

Koh, Poh Wee.

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Lexical knowledge and bilingual reading: Within- and cross-language associations of paradigmatic and syntagmatic knowledge in English and Mandarin.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Lexical knowledge and bilingual reading: Within- and cross-language associations of paradigmatic and syntagmatic knowledge in English and Mandarin./
Author:	Koh, Poh Wee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	174 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10190718
ISBN:	9781369672596

Lexical knowledge and bilingual reading: Within- and cross-language associations of paradigmatic and syntagmatic knowledge in English and Mandarin.
Koh, Poh Wee.

Lexical knowledge and bilingual reading: Within- and cross-language associations of paradigmatic and syntagmatic knowledge in English and Mandarin. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 174 p.

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2016.

The cross-language relationship of lexical knowledge between typologically dissimilar languages has not received much attention in previous studies. The relationship between lexical depth and reading comprehension in English and Mandarin was thus investigated in two studies. In Study 1, 139 Mandarin-English speaking children (n= 87, aged 8-9 years; n= 52, aged 10-11 years) completed parallel measures of two aspects of lexical depth, paradigmatic and syntagmatic knowledge in both English and Mandarin, along with measures of lexical breadth and non-verbal reasoning. Regression analyses showed a cross-language relationship for paradigmatic but not syntagmatic knowledge for both the younger and older children. In Study 2, the same children were measured for working memory, word reading, morphological awareness and reading comprehension in both languages in addition to the measures used in Study 1. Paradigmatic knowledge was found to be a significant predictor of reading comprehension in both languages but syntagmatic knowledge was a unique predictor only for comprehension in Mandarin for both age cohorts. A cross-language relationship was only observed in the older children between Mandarin paradigmatic knowledge and English reading comprehension. Study 1 results provide evidence of a link between the mental lexicons of both languages in Mandarin-English speaking children at the paradigmatic level. Study 2 findings point to the importance of lexical depth in reading comprehension in both English and Mandarin. The cross-language paradigmatic knowledge-reading comprehension link was found in bilingual children learning contrasting languages but was limited to older children. These findings have implications for instructional practice to facilitate lexical development in bilingual children.

ISBN: 9781369672596Subjects--Topical Terms:

2122778
Bilingual education.

Lexical knowledge and bilingual reading: Within- and cross-language associations of paradigmatic and syntagmatic knowledge in English and Mandarin.
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245 1 0 $a Lexical knowledge and bilingual reading: Within- and cross-language associations of paradigmatic and syntagmatic knowledge in English and Mandarin.
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300 $a 174 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
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502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2016.
520 $a The cross-language relationship of lexical knowledge between typologically dissimilar languages has not received much attention in previous studies. The relationship between lexical depth and reading comprehension in English and Mandarin was thus investigated in two studies. In Study 1, 139 Mandarin-English speaking children (n= 87, aged 8-9 years; n= 52, aged 10-11 years) completed parallel measures of two aspects of lexical depth, paradigmatic and syntagmatic knowledge in both English and Mandarin, along with measures of lexical breadth and non-verbal reasoning. Regression analyses showed a cross-language relationship for paradigmatic but not syntagmatic knowledge for both the younger and older children. In Study 2, the same children were measured for working memory, word reading, morphological awareness and reading comprehension in both languages in addition to the measures used in Study 1. Paradigmatic knowledge was found to be a significant predictor of reading comprehension in both languages but syntagmatic knowledge was a unique predictor only for comprehension in Mandarin for both age cohorts. A cross-language relationship was only observed in the older children between Mandarin paradigmatic knowledge and English reading comprehension. Study 1 results provide evidence of a link between the mental lexicons of both languages in Mandarin-English speaking children at the paradigmatic level. Study 2 findings point to the importance of lexical depth in reading comprehension in both English and Mandarin. The cross-language paradigmatic knowledge-reading comprehension link was found in bilingual children learning contrasting languages but was limited to older children. These findings have implications for instructional practice to facilitate lexical development in bilingual children.
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