Amazon cover image
Image from Amazon.com

Two languages, two scripts : bilingual and biscriptal children with and without reading difficulties read and write in Persian (L1) and Swedish (L2) / Baran Johansson.

By: Contributor(s): Material type: TextTextLanguage: English Summary language: Swedish Series: Studier i språk och litteratur från Umeå universitet ; 46Publisher: Umeå : Department of Language Studies, Umeå University, 2022Description: 102 sidorContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9789178556953
Subject(s): Additional physical formats: Även utgiven elektroniskt: Two Languages, Two ScriptsDDC classification:
  • 404.2083 23/swe
Online resources: Dissertation note: Diss. (sammanfattning) Umeå : Umeå universitet, 2022 Summary: The main aim of this dissertation was to explore L1 (Persian) and L2 (Swedish) reading and writing of 26 bilingual biscriptal children with and without reading difficulties (RD) (years 4-9). Previous studies have mainly focused on Latin scripts or one alphabetic and one non-alphabetic script with English as L1 or L2.??Linguistic and cognitive skills related to word reading and writing fluency were analysed through standardised tasks across both languages. Regarding writing, each participant completed four tasks in each language, one narrative and one descriptive. Eye and Pen (EP) software was used to collect writing data and study children's writing fluency and orthographic features that could disrupt writing fluency in each language. Furthermore, the writing of two bilingual children with RD was analysed through a meaning-making analysis. The EP software was used to investigate their writing processes. Moreover, a questionnaire was designed and interviews were conducted to investigate all the participants' language and literacy usage and practice at home.??The results demonstrated that both bilingual children with and without RD were more fluent writers in their L2 (Swedish) compared to their L1 (Persian). Furthermore, most children were also more efficient readers in Swedish compared to Persian. The results also suggest that orthographic features could negatively affect children's reading efficiency and writing fluency. Furthermore, the linguistic and cognitive skills that relate to word reading and writing fluency could vary across languages depending on the orthographic features and orthographic depth of each language. The results also suggest that the extent to which bilingual children with RD can use their knowledge about writing in both languages could depend on the type and extent of their difficulties. The results are analysed in relation to previous research and the educational implications are discussed.
Holdings
Item type Current library Call number Status Date due Barcode Item holds
Book Högskolan Väst Övre plan (3rd floor), Akademus HV Diss Johansson Available 6004300073408
Total holds: 0

Härtill 4 uppsatser

Diss. (sammanfattning) Umeå : Umeå universitet, 2022

The main aim of this dissertation was to explore L1 (Persian) and L2 (Swedish) reading and writing of 26 bilingual biscriptal children with and without reading difficulties (RD) (years 4-9). Previous studies have mainly focused on Latin scripts or one alphabetic and one non-alphabetic script with English as L1 or L2.??Linguistic and cognitive skills related to word reading and writing fluency were analysed through standardised tasks across both languages. Regarding writing, each participant completed four tasks in each language, one narrative and one descriptive. Eye and Pen (EP) software was used to collect writing data and study children's writing fluency and orthographic features that could disrupt writing fluency in each language. Furthermore, the writing of two bilingual children with RD was analysed through a meaning-making analysis. The EP software was used to investigate their writing processes. Moreover, a questionnaire was designed and interviews were conducted to investigate all the participants' language and literacy usage and practice at home.??The results demonstrated that both bilingual children with and without RD were more fluent writers in their L2 (Swedish) compared to their L1 (Persian). Furthermore, most children were also more efficient readers in Swedish compared to Persian. The results also suggest that orthographic features could negatively affect children's reading efficiency and writing fluency. Furthermore, the linguistic and cognitive skills that relate to word reading and writing fluency could vary across languages depending on the orthographic features and orthographic depth of each language. The results also suggest that the extent to which bilingual children with RD can use their knowledge about writing in both languages could depend on the type and extent of their difficulties. The results are analysed in relation to previous research and the educational implications are discussed.

With a summary in Swedish

Powered by Koha