Title of Journal Article:  The interplay of home language use, oral language and early reading and writing skills in Singaporean bilingual children’s English and Chinese languages

Authors: Baoqi Sun & Beth Ann O’Brien

Journal: Reading and Writing

Year of Publication: 2024

Click here to access the abstract. For more information, please contact the corresponding author.

Research Bites

Cracking the Code: How Home Language Use and Oral Skills Shape Bilingual Reading/Writing in English and Chinese Learners

How do these 4 factors – home language use, phonological awareness, morphological awareness and receptive vocabulary – shape early literacy in bilingual learners?

Key Definitions

Morphological awareness (MA) is defined as the ability to reflect on and manipulate morphemes and word formation rules in a language. Morphemes are the smallest units of meaning in a language – for example, in English, the word “unhappiness” has three morphemes: un-, happy, and -ness. Morphological awareness helps children recognize patterns in how words are built.

Phonological awareness (PA) involves recognizing and working with sounds in spoken language – like hearing that cat and hat rhyme, or breaking the word banana into syllables (ba-na-na). It is a foundational skill for learning to read and spell.

Receptive vocabulary is defined as the ability to recognize words and retrieve orthographic patterns for reading and spelling. It involves understanding the meaning of words when heard or read, supporting semantic understanding essential for literacy development.

Key Takeaways for Teachers

For English, instruction should prioritize PA in the early grades, with a gradual shift toward MA from the mid-primary years onwards.
Chinese teaching should integrate PA, MA and receptive vocabulary to support literacy development.
Parents play an important role in supporting bilingual literacy development – they should be encouraged to maintain a balanced use of English and Chinese at home.

What the Research Study Is About

This study investigates how home language use, phonological awareness, morphological awareness and receptive vocabulary affect English and Chinese reading and spelling in Singaporean bilingual children. Findings reveal language- and grade-specific roles of oral skills, with home language use significantly influencing Chinese literacy development.

Key Findings

This study reveals important insights into bilingual literacy development in English and Chinese among Singaporean children, with key findings relevant to teachers:

Developmental Shift in Oral Skills for Reading

- - In English, phonological awareness (PA) is the main predictor of word reading in Grade 1, but morphological awareness (MA) becomes more important by Grade 3.
  - In Chinese, all three oral skills (PA, MA and receptive vocabulary) predict reading in Grade 1, but by Grade 3 only MA and vocabulary remain significant.

Oral Skills and Spelling

- - Both English PA and MA consistently predict spelling from Grade 1, while in Chinese all three oral skills predict spelling at both grades.

Home Language Use Impact

- - English use at home positively influences English receptive vocabulary but negatively affects Chinese oral skills and literacy, especially in vocabulary and MA. The dominance of English at home limits Chinese language development, suggesting the need for more balanced language use.

Implications for Instruction

- - Teachers should emphasize PA in early English reading instruction and gradually increase focus on MA by Grade 3. For Chinese, instruction should integrate PA, MA, and vocabulary learning throughout early grades. Spelling instruction should consistently target both PA and MA skills.
  - Given the negative impact of English dominance at home on Chinese, teachers and parents should encourage balanced bilingual exposure, including meaningful, context-rich interactions in both languages.

This research summary was generated by Coral AI and has been reviewed by the authors.

Cite this summary:

SingTeach. (2025). Cracking the Code: How Home Language Use and Oral Skills Shape Bilingual Reading/Writing in English and Chinese Learners. SingTeach. https://singteach.nie.edu.sg/2025/07/23/cracking-the-code-how-home-language-use-and-oral-skills-shape-bilingual-reading-writing-in-english-and-chinese-learners/