國立虎尾科技大學 |

Word Reading Development in Heritage Bilinguals : = A Cross-Linguistic Perspective.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Word Reading Development in Heritage Bilinguals :/
Reminder of title:	A Cross-Linguistic Perspective.
Author:	Zhang, Kehui.
Description:	1 online resource (134 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
Contained By:	Dissertations Abstracts International85-03B.
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798380373838

Word Reading Development in Heritage Bilinguals : = A Cross-Linguistic Perspective.
Zhang, Kehui.

Word Reading Development in Heritage Bilinguals :A Cross-Linguistic Perspective. - 1 online resource (134 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: B.

Thesis (Ph.D.)--University of Michigan, 2023.

Includes bibliographical references

Learning to read in heritage bilinguals is shaped by their unique bilingual experiences in the two languages. This dissertation asked, how do the variations in heritage bilinguals' cross-linguistic language experiences influence their literacy development? Through two related studies, I explored the longitudinal relationships between bilinguals' language skills and the neural organizations that underpin the development of phonological and morphological processing in bilingual children. In Study 1, I used longitudinal language and literacy assessment data on Spanish-English, Chinese-English bilinguals, and English monolinguals' respective languages (N = 181, ages 5-11). The findings revealed that heritage language experience had a significant and enduring cross-linguistic effect on bilinguals' formal schooling language (English). In Study 2, I used functional Near-Infrared Spectroscopy (fNIRS) neuroimaging data on Chinese-English bilinguals and English monolinguals (N = 119; ages 5-11). The finding revealed cross-linguistic and bilingual effects in the neural organization. Cross-linguistically, the task that best characterizes literacy success of the given orthography (phonology in English and morphology in Chinese) showed greater automaticity for the given language. The bilingual effect is reflected in less activation during a more language-universal task (phonology) and more activation in language-specific task (morphology) in bilinguals than monolinguals. Taken together, these dissertation findings provide nuanced insight into core mechanisms and neural plasticity that underlie heritage bilinguals' literacy development.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380373838Subjects--Topical Terms:

555998
Psychology.
Subjects--Index Terms:

BilingualismIndex Terms--Genre/Form:

554714
Electronic books.

Word Reading Development in Heritage Bilinguals : = A Cross-Linguistic Perspective.
LDR:03065ntm a22004097 4500 001 1142873
005 20240429063854.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380373838
035 $a (MiAaPQ)AAI30748347
035 $a (MiAaPQ)umichrackham005087
035 $a AAI30748347
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Zhang, Kehui. $3 1467390
245 1 0 $a Word Reading Development in Heritage Bilinguals : $b A Cross-Linguistic Perspective.
264 0 $c 2023
300 $a 1 online resource (134 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
500 $a Advisor: Kovelman, Ioulia.
502 $a Thesis (Ph.D.)--University of Michigan, 2023.
504 $a Includes bibliographical references
520 $a Learning to read in heritage bilinguals is shaped by their unique bilingual experiences in the two languages. This dissertation asked, how do the variations in heritage bilinguals' cross-linguistic language experiences influence their literacy development? Through two related studies, I explored the longitudinal relationships between bilinguals' language skills and the neural organizations that underpin the development of phonological and morphological processing in bilingual children. In Study 1, I used longitudinal language and literacy assessment data on Spanish-English, Chinese-English bilinguals, and English monolinguals' respective languages (N = 181, ages 5-11). The findings revealed that heritage language experience had a significant and enduring cross-linguistic effect on bilinguals' formal schooling language (English). In Study 2, I used functional Near-Infrared Spectroscopy (fNIRS) neuroimaging data on Chinese-English bilinguals and English monolinguals (N = 119; ages 5-11). The finding revealed cross-linguistic and bilingual effects in the neural organization. Cross-linguistically, the task that best characterizes literacy success of the given orthography (phonology in English and morphology in Chinese) showed greater automaticity for the given language. The bilingual effect is reflected in less activation during a more language-universal task (phonology) and more activation in language-specific task (morphology) in bilinguals than monolinguals. Taken together, these dissertation findings provide nuanced insight into core mechanisms and neural plasticity that underlie heritage bilinguals' literacy development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Psychology. $3 555998
650 4 $a Educational psychology. $3 555103
650 4 $a Modern language. $3 1183979
650 4 $a Morphology. $3 1183868
653 $a Bilingualism
653 $a Literacy development
653 $a Neurocognitive development
653 $a Phonology
655 7 $a Electronic books. $2 local $3 554714
690 $a 0621
690 $a 0525
690 $a 0291
690 $a 0287
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Michigan. $b Education & Psychology. $3 1467391
773 0 $t Dissertations Abstracts International $g 85-03B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30748347 $z click for full text (PQDT)