The Intriguing Role of Syntactic Awareness in One Language and Reading Comprehension and Reading Comprehension Difficulty in Another Language in Chinese-English Bilingual Children: A Longitudinal Study

The proposed study aims to examine: 1) the within- and across-language relationships between syntactic awareness and reading comprehension in Chinese-English bilingual children, 2) whether the similarities and differences in syntactic structures between L1 and L2 lead to different contributions of each to reading comprehension, and 3) whether the growth/failure of syntactic awareness causes the growth/failure of reading comprehension either in L1, L2, or both.

Funding Source: RGC - General Research Fund (GRF)