The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)–French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., “foal” and “sole”) and French (e.g., bac “bin” and bague “ring”) word pairs contrasted by minimal phonological differences. The results indicated that the dynamic test of lexical specificity in English contributed significantly to the prediction of children’s French at-risk reading status at the end of Grade 1 after controlling for French phonological awareness and nonverbal reasoning skills. However, French lexical specificity did not predict children’s reading risk classification in French after controlling for French phonological awareness. Thus, it may be feasible to identify at-risk status in emerging bilinguals using dynamic measures in their stronger language.

中文翻译：

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英语语音学特征预测新兴双语儿童的早期法语阅读困难。

本研究的目的是检验动态测试英语和法语词汇特异性对13种有风险和44种没有风险的新兴英语（L1）–法语（L2）双语阅读者的危险阅读分类的预测价值。 1年级儿童（M = 75.87个月，SD = 3.18）参加了加拿大的早期法国浸入式课程。通过计算机单词学习游戏评估词汇的特殊性，在该游戏中，向孩子们教授新的英语（例如“小马驹”和“独奏”）和法语（例如，bac “ bin”和法棍）“环”字对与最小的语音差异形成对比。结果表明，在控制了法语的语音意识和非语言推理能力之后，英语词汇特殊性的动态测试对预测儿童在1年级末的法国有危险阅读状态做出了重要贡献。但是，在控制了法语的语音意识之后，法语的词汇特殊性并不能预测儿童的法语阅读风险分类。因此，使用动态语言以其较强的语言来识别新兴双语者中处于危险状态的做法是可行的。