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Predictors of reading among Herero–English bilingual Namibian school children

Published online by Cambridge University Press:  15 November 2005

KAZUVIRE VEII  and
JOHN EVERATT
KAZUVIRE VEII
Affiliation:
University of Surrey and University of Namibia
JOHN EVERATT
Affiliation:
University of Surrey and University of Namibia
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Abstract

Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.

Type
Research articles
Information
Bilingualism: Language and Cognition , Volume 8 , Issue 3 , December 2005 , pp. 239 - 254
Copyright
Cambridge University Press 2005

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Footnotes

The work performed as part of this paper was supported by grants awarded by the Association of Commonwealth Universities and the British Academy and the Association of Commonwealth Universities Grants for International Collaboration. The authors would like to thank the editor and referees of Bilingualism: Language and Cognition for their advice on an earlier version of this paper.