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Testing the interdependence hypothesis among native adult bilingual Russian-English students.

¹Faculty of Education, University of Haifa, Mount Carmel, Israel. Salimar@construct.haifa.ac.il

Journal of Psycholinguistic Research

|September 1, 2001

Summary

This summary is machine-generated.

First language skills in Russian significantly predict English reading abilities, highlighting cross-linguistic influences in learning different orthographies. This suggests interdependence between language systems.

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Area of Science:

Psycholinguistics
Cognitive Psychology
Second Language Acquisition

Background:

English features an opaque orthography, while Russian is a more direct letter-sound system.
Understanding cross-orthographic transfer is crucial for effective second language pedagogy.

Purpose of the Study:

To investigate the relationship between reading, syntactic, orthographic, and working memory skills in Russian and English.
To examine how skills in the first language (Russian) predict performance in the second language (English).

Main Methods:

Participants: First-year English BA students (25-30 years old) educated in Russia.
Testing: Individual assessments in Russian and English covering working memory, spelling, oral cloze, visual and phonological processing, orthographic skills, word attack, and word identification.
Analysis: Correlation and multiple regression procedures.

Main Results:

Significant positive correlations were found within and across languages for most linguistic skills.
Orthographic skills showed strong within-language correlations but not across languages.
Russian phonological and spelling skills were significant predictors of English word identification.

Conclusions:

Linguistic skills, particularly phonological and spelling, demonstrate interdependence across different orthographies.
Findings support the interdependence hypothesis, suggesting a transfer of foundational literacy skills from L1 to L2.
The study underscores the importance of first language literacy in second language reading acquisition.