Show simple item record

dc.contributor.authorLallier, Marie
dc.contributor.authorAcha, Joana
dc.contributor.authorCarreiras, Manuel
dc.date.accessioned2017-02-02T09:45:04Z
dc.date.available2017-02-02T09:45:04Z
dc.date.issued2016
dc.identifier.citationLallier, M., Acha, J. and Carreiras, M. (2016), Cross-linguistic interactions influence reading development in bilinguals: a comparison between early balanced French-Basque and Spanish-Basque bilingual children. Dev Sci, 19: 76–89. doi:10.1111/desc.12290es
dc.identifier.issn1363-755X
dc.identifier.urihttp://hdl.handle.net/10810/20556
dc.descriptionEpub ahead of print 05/03/2015es
dc.description.abstractThis study investigates whether orthographic consistency and transparency of languages have an impact on the development of reading strategies and reading sub-skills (i.e. phonemic awareness and visual attention span) in bilingual children. We evaluated 21 French (opaque)-Basque (transparent) bilingual children and 21 Spanish (transparent)-Basque (transparent) bilingual children at Grade 2, and 16 additional children of each group at Grade 5. All of them were assessed in their common language (i.e. Basque) on tasks measuring word and pseudoword reading, phonemic awareness and visual attention span skills. The Spanish speaking groups showed better Basque pseudoword reading and better phonemic awareness abilities than their French speaking peers, but only in the most difficult conditions of the tasks. However, on the visual attention span task, the French- Basque bilinguals showed the most efficient visual processing strategies to perform the task. Therefore, learning to read in an additional language affected differently Basque literacy skills, depending on whether this additional orthography was opaque (e.g. French) or transparent (e.g. Spanish). Moreover, we showed that the most noteworthy effects of Spanish and French orthographic transparency on Basque performance were related to the size of the phonological and visual grain used to perform the tasks.es
dc.description.sponsorshipThis research was funded by the European Commission (Marie Curie Fellowship, FP7-PEOPLE-2010-IEF, Proposal No. 274352, BIRD, awarded to ML), the European Research Council (ERC advanced grant, Proposal No. 295362, BILITERACY, awarded to MC), and the Spanish Government (Plan Nacional-PSI2012-32128 awarded to ML, and Plan Nacional-PSI2012-31448 awarded MC).es
dc.language.isoenges
dc.publisherDevelopmental Sciencees
dc.relationinfo:eu-repo/grantAgreement/EC/FP7-PEOPLE-2010-IEF/274352
dc.relationinfo:eu-repo/grantAgreement/EC/ERC-AdG/295362
dc.relationinfo:eu-repo/grantAgreement/MINECO/PSI2012-32128
dc.relationinfo:eu-repo/grantAgreement/MINECO/PSI2012-31448
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.subjectVISUAL-ATTENTION SPANes
dc.subjectORTHOGRAPHIC TRANSPARENCYes
dc.subjectEUROPEAN ORTHOGRAPHIESes
dc.subjectLITERACY ACQUISITIONes
dc.subjectDYSLEXIC BRAINes
dc.subjectGRAIN-SIZEes
dc.subjectADULTSes
dc.subjectDYSFUNCTIONes
dc.subjectHYPOTHESISes
dc.subjectAWARENESSes
dc.titleCross-linguistic interactions influence reading development in bilinguals: a comparison between early balanced French-Basque and Spanish-Basque bilingual childrenes
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.holder© 2015 John Wiley & Sons Ltdes
dc.relation.publisherversionhttp://onlinelibrary.wiley.com/es
dc.identifier.doiDOI: 10.1111/desc.12290
dc.subject.categoriaCOGNITIVE NEUROSCIENCE
dc.subject.categoriaDEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record