Transfer Facilitation of Metalinguistic Awareness in Word Reading Among Dual Language Learners of English: A Meta-Analytic Structural Equation Modeling Study

Abstract

This article reports the first meta-analytic Structural Equation Modeling study that examined the within- and cross-language relations of three metalinguistic awareness skills (orthographic, phonological, and morphological awareness, or OA, PA, and MA) with word reading among school-aged dual language learners (DLLs) of English. Based on 156 primary studies (N = 23,371), we found that (1) OA, PA, and MA each uniquely predicted word reading within first language (L1) and second language (L2); (2) L1 OA, PA, and MA predicted their corresponding skill in L2, showing a construct-level transfer facilitation effect; (3) for cross-over transfer, L1 PA, as opposed to L1 OA and MA, predicted L2 word reading, but their indirect effects on L2 word reading were all significant. Moderator analysis was conducted on L1 background (Chinese vs. non-Chinese); L2 learning context (ESL vs. EFL); and developmental stage (younger vs. older). We discuss the transfer facilitation effects of L1 metalinguistic awareness skills that can be leveraged for effective and differentiated instruction for DLLs.

Keywords

cross-cultural studies language comprehension/development literacy metacognition meta-analysis structural equation modeling metalinguistic awareness cross-linguistic transfer meta-analytic structural equation modeling dual language learners

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