Cross-linguistic transfer in reading in multilingual contexts / edited by Elena Zaretsky, Mila Schwartz.

Includes bibliographical references and index.

Description based on print version record and CIP data provided by publisher.

Cross-linguistic Transfer in Reading in Multilingual Contexts; Editorial page; Title page; LCC data; Table of contents ; Introduction; 1. Introduction; 2. Frameworks in studying cross-language transfer; 2.1 L1-L2 transfer -- a typological/contrastive perspective; 2.2 L1-L2 transfer: The linguistic interdependence hypothesis; 2.2.1 A variant: Common underlying cognitive processes; 2.2.2 A variant: The transfer facilitation model; 2.3 Other frameworks that complement L1-L2 transfer; 2.3.1 Interlanguage and target language influences; 2.3.2 Challenging elements in the target language; 2.4 Summary.

3. The current issue4. Conclusions; References; The development of orthographic processing skills in children in early French immersion programs; 1. Introduction; 1.1 Orthographic processing skills; 1.2 Orthographic processing skills across languages; 1.3 The present study; 2. Method; 2.1 Participants; 2.2 Measures; 2.2.1 Lexical orthographic processing; Anchor 166; 2.2.3 English word reading; 2.2.4 English vocabulary knowledge; 2.3 Procedure; 3. Results; 3.1 Development of lexical and sub-lexical orthographic processing; 3.1.1 Lexical orthographic processing.

3.1.2 Sub-lexical orthographic processing3.2 Comparison of factor models of French and English orthographic processing ; 4. Discussion; 4.1 Development of orthographic processing skills; 4.2 Relationship of orthographic processing across languages; 4.3 Limitations and implications; References; Appendix A; English Task; French Task ; Appendix B; English task; French task; How do previously acquired languages affect acquisition of English as a foreign language; 1. Introduction; 2. Typological properties of the four different languages; 2.1 English; 2.2 Circassian; 2.3 Arabic; 2.4 Hebrew.

3. Research Hypothesis4. Method; 4.1 Participants; 4.2 Measures; 4.2.1 Base-line measures; 4.2.2 Hebrew literacy measures; 4.2.3 English literacy measure; 4.2.4 English experimental measures; 4.3 Procedure; 5. Results; 5.1 Bio-social background data; 5.2 Base-line measures; 5.3 English experimental measures; 6. Discussion; 7. Conclusions; Acknowledgements; References; Appendix 1; Appendix 2; Bidirectional cross-linguistic relations offirst and second language skills in reading comprehension of Spanish-speaking English learners; 1. Introduction; 1.1 Context; 1.2 Bilingualism.

1.3 Cross-linguistic relations1.4 Why reading comprehension?; 1.5 The role of L1 and L2 writing systems; 2. Method; 2.1 Participants; 2.2 Measures; 2.3 Procedure; 3. Results; 3.1 Performance on L1 and L2 measures; 3.2 Relations within and between languages: Partial correlations; 3.3 Within-language relations, L2 to L2 & L1 to L1: Variables related to the simple view of reading; 3.4 Cross-language relations, L1 to L2 & L2 to L1: Variables related to the simple view of reading; 3.5 Cross-language relations within constructs: Word reading and vocabulary; 4. Discussion.

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