Please use this identifier to cite or link to this item: https://doi.org/10.1080/10888431003623538
Title: Phonemic representation and early spelling errors in bilingual children
Authors: Yeong, S.H.M.
Rickard Liow, S.J. 
Issue Date: 2010
Source: Yeong, S.H.M.,Rickard Liow, S.J. (2010). Phonemic representation and early spelling errors in bilingual children. Scientific Studies of Reading 14 (5) : 387-406. ScholarBank@NUS Repository. https://doi.org/10.1080/10888431003623538
Abstract: The relationship between linguistic experience and phonemic representations in spelling was investigated in two groups of Mandarin-English bilingual children (aged 5-6 years) who spoke mostly Mandarin-L1 (n = 23) or mostly English-L1 (n = 27) at home. A 60-item cloze task including high- and low-frequency words with word-initial and word-final target phonemes that are either common to Mandarin and English (/f/ and /p/), or found only in English (/v/ and /b/), was developed and administered to both groups. With performance for a neutral control phoneme /m/ matched, spelling accuracy for the common phonemes was equivalent but the Mandarin-L1 children's performance for /v/ and /b/ was significantly poorer than that of their English- L1 classmates in low-frequency words. For both groups, performance on wordfinal targets was poorer for English-only phonemes than common phonemes. If early literacy development depends on stored phonological representations of the first language, these findings have implications for language minority communities. © 2010 Society for the Scientific Study of Reading.
Source Title: Scientific Studies of Reading
URI: http://scholarbank.nus.edu.sg/handle/10635/49945
ISSN: 10888438
DOI: 10.1080/10888431003623538
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