Abstract
Factors related to second reading acquisition and the relationship between oral and literacy skills in the first language (L1) and second language (L2) were examined. Participants were kindergarten through second grade students who speak English as L1 and sequentially acquired Korean as L2. Measures included cognitive flexibility, oral language skills, and reading skills in both L1 and L2. The findings suggested that phonological awareness and verbal working memory process were significant predictors for the L2 reading attainment, regardless of differences in phonology and orthography across languages.
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