Abstract
AbstractTo capture the complexity of foreign language literacy acquisition, we investigated cognitive skills underlying word reading, sentence reading, word vocabulary and sentence vocabulary in three different foreign languages. Students fluent in Dutch simultaneously acquired three foreign languages that differed in orthographic transparency and writing system (Spanish, French, Chinese). Cognitive skills at the start of literacy acquisition (Grade 7) were longitudinally related to literacy attainment in each of the foreign languages after two years of instruction (end of Grade 8). Structural equation regression models indicated that three areas (word and sentence vocabulary, and sentence reading) related most strongly to verbal and nonverbal intelligence, indicating the involvement of academic skills. For word reading the influence of cognitive skills appeared language specific. Across languages, native reading skills seemed to be employed to varying degrees of efficiency to decipher foreign words, more so for foreign languages with a smaller orthographic distance from the native language.
Highlights
Becoming literate is a long-lasting and complex process
To capture the complexity of foreign language literacy acquisition, we investigated cognitive skills underlying word reading, sentence reading, word vocabulary and sentence vocabulary in three different foreign languages
Structural equation regression models indicated that three areas related most strongly to verbal and nonverbal intelligence, indicating the involvement of academic skills
Summary
Becoming literate is a long-lasting and complex process. It comprises multiple, interrelated aspects, including reading, writing, vocabulary, spelling and reading comprehension. Most studies focus on one foreign language only This leaves questions open about the degree to which certain cognitive skills underlie literacy acquisition in general, or specific aspects of literacy in particular and the degree to which the skills that underlie literacy development are universal or language specific. These questions were addressed in the current study in students with fluent literacy skills in a transparent alphabetic orthography (Dutch, their native language), who simultaneously acquired three foreign languages in school: Spanish, a transparent alphabetic orthography, French, a nontransparent alphabetic orthography, and Chinese, a nonalphabetic orthography. Insight into these processes is important both for theories about foreign language development and educational practices in foreign language programs
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