Cross-Language Transfer of Reading Ability: Evidence From Taiwanese Ninth-Grade Adolescents Academic Article

abstract

• How proficiency in reading the first language (L1) influences proficiency in reading in the second language (L2) was explored in this study. Reading scores in Mandarin Chinese (L1) and in English (L2) for 30,000 Taiwanese ninth-grade students were randomly selected from all who took the national Basic Competency Test during a 6-year period in Taiwan. Results of regression analyses showed that proficiency in L1 reading predicts with statistical significance the L2 reading proficiency of those whose scores were analyzed. In addition, participants’ gender and school district also played small but statistically significant roles affecting the cross-language transfer of reading ability. The results are discussed in light of Cummins’s linguistic interdependence hypothesis.

authors

• Joshi, R. Malatesha

published proceedings

• JOURNAL OF LITERACY RESEARCH

altmetric score

• 4

author list (cited authors)

• Chuang, H., Joshi, R. M., & Dixon, L. Q.

citation count

• 53

publication date

• March 2012

publisher

• SAGE Publications  Publisher

keywords

• English As A Foreign Language
• L1 Reading
• L2 Reading
• Linguistic Interdependence Hypothesis
• Reading Transfer

Digital Object Identifier (DOI)

• 10.1177/1086296X11431157

URI

• https://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7765

start page

• 97

end page

• 119

volume

• 44

issue

• 1

URL

• http%3A%2F%2Fdx.doi.org%2F10.1177%2F1086296x11431157

user-defined tag

• 4 Quality Education