Semantic priming and reading skills among Spanish-speaking dual language learners

Substantial research among bilingual adults indicates that exposure to words primes other semantically related words within and across languages, as well as the direct translation equivalents [e.g. Chen and Ng 1989. "Semantic Facilitation and Translation Priming Effects in Chinese-English Bilin...

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Bibliographic Details
Published in:International journal of bilingual education and bilingualism 2022-05, Vol.25 (5), p.1894-1912
Main Authors: Goodrich, J. Marc, Leiva, Sergio
Format: Article
Language:English
Subjects:
Bilingualism
Chinese languages
dual language learners
Elementary School Students
English (Second Language)
English language
Eye movements
Eye-tracking
Grade 2
Grade 4
Language acquisition
Language Processing
Language Proficiency
Priming
reading
Reading ability
Reading Comprehension
Second Language Learning
semantic priming
Semantic processing
Semantics
Spanish
Spanish language
Surveys
Task Analysis
Translation
Vocabulary Skills
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Summary:Substantial research among bilingual adults indicates that exposure to words primes other semantically related words within and across languages, as well as the direct translation equivalents [e.g. Chen and Ng 1989. "Semantic Facilitation and Translation Priming Effects in Chinese-English Bilinguals." Memory & Cognition 17: 454-462]. However, there is less research on semantic and translation priming among bilingual children. The purpose of this study was to evaluate semantic priming effects as an indicator of underlying lexical quality among Spanish-speaking dual language learners (DLLs) in the U.S., including examination of whether semantic and translation priming effects were related to children's reading-related skills. Ninety-five Spanish-speaking DLLs in second and fourth grade completed an eye-tracking semantic priming task along with measures of English and Spanish reading-related skills. Results indicated that there were consistent translation priming effects, with observed translation priming stronger from English to Spanish than from Spanish to English. Additionally, there were consistent within-English semantic priming effects. Results suggested that semantic priming effects were stronger for children with higher levels of English vocabulary and reading comprehension than they were for children with lower levels of English vocabulary and reading comprehension. Findings are discussed in the context of theoretical models of bilingual language processing, as well as the lexical quality hypothesis [e.g. Perfetti 2007. "Reading Ability: Lexical Quality to Comprehension." Scientific Studies of Reading 11: 357-383].
ISSN:1367-0050
1747-7522
DOI:10.1080/13670050.2020.1835810