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Reading in Kapampangan, Filipino, and English: a Look at Multilingual Children in an Economically Challenging Philippine Community

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Reading in Kapampangan, Filipino, and English: a Look at Multilingual Children in an Economically Challenging Philippine Community Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2021 Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community Portia Padilla [email protected] Follow this and additional works at: https://scholars.wlu.ca/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, Developmental Psychology Commons, and the Language and Literacy Education Commons Recommended Citation Padilla, Portia, "Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community" (2021). Theses and Dissertations (Comprehensive). 2349. https://scholars.wlu.ca/etd/2349 This Dissertation is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. Running head: READING AMONG MULTILINGUAL CHILDREN IN THE PHILIPPINES Reading in Kapampangan, Filipino, and English: A Look at Multilingual Children in an Economically Challenging Philippine Community by Portia P. Padilla MA, University of the Philippines, 2002 DISSERTATION Submitted to the Department of Psychology In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Psychology Wilfrid Laurier University ©Portia Padilla 2021 READING AMONG MULTILINGUAL CHILDREN IN THE PHILIPPINES ii Abstract The present studies advance current understanding of the skills and processes involved in multilingual reading, especially in less researched alphabetic languages. These studies examined whether the dominant models in reading in English can explain the reading processes involved among low-income multilingual speakers of Kapampangan (L1), Filipino (L2), and English (L3) in the Philippines, a developing country. Kapampangan and Filipino use the same Roman alphabet that English uses. However, these two languages have transparent orthographies while English has an opaque orthography. Study 1 examined the psycholinguistic grain size theory within the context of multilingual reading. There were three hundred twenty-six children aged 8 to 15 years old who were individually tested on phonological awareness (PA), vocabulary, and word reading fluency in their three languages (Kapampangan, Filipino, and English), as well as on non-verbal intelligence and rapid automatized naming (RAN). It was hypothesized that 1) phonological awareness would be related to word reading fluency in each language (no matter the transparency/depth of its orthography), and 2) phonological awareness (PA) in the three languages would make unique and shared contributions to word reading fluency in each language. As expected, hierarchical regression analyses showed that PA was significantly related to word reading fluency in each language. The relationship was stronger in opaque English than in the two transparent local languages. Vocabulary made a significant contribution to English word reading fluency, but not to Kapampangan and Filipino word reading fluency. English PA and vocabulary were related to L1 and L2 word reading fluency as well. RAN was a robust predictor of word reading fluency in the three languages. As predicted, commonality analyses showed that PA in the three languages made unique and shared contributions to word reading READING AMONG MULTILINGUAL CHILDREN IN THE PHILIPPINES iii fluency in each language. English PA yielded the highest unique contribution to word reading fluency in all languages, larger than the common variance shared by PA in the three languages. Study 2 examined a modified simple view of reading (SVR) within the context of multilingual reading. There were two hundred twelve children aged 8 to 13 years old who were individually assessed on word reading fluency and vocabulary and group tested on reading comprehension in their three languages (Kapampangan, Filipino, and English). It was hypothesized that 1) word reading fluency (proxy for decoding) and vocabulary (proxy for linguistic comprehension) would make unique contributions to reading comprehension in each language, and 2) the product of word reading fluency and vocabulary would significantly contribute to reading comprehension over and above their own unique contributions. Contrary to expectations, hierarchical regression analyses showed that the predictors contributed unique variance in reading comprehension only in English. Word reading fluency and vocabulary, as well as the product of word reading fluency and vocabulary, significantly predicted reading comprehension even after the other variables were controlled for. Grade level, a control variable, contributed unique variance in reading comprehension in Filipino, over and above the contributions of the other predictors. The findings suggest that a modified SVR is insufficient for understanding reading among multilingual readers in socio-economically and educationally challenging contexts. Aside from cognitive-linguistic factors, ecological factors matter in reading. Study 3 examined the longitudinal relationship between vocabulary and word reading fluency in multilingual Kapampangan-Filipino-English speakers. There were two hundred children aged 8 to 13 years old who were individually tested on vocabulary and word reading fluency in the three languages across three time points that were six months apart. To determine the nature of this relationship, a three-wave cross-lagged panel analysis was conducted for each READING AMONG MULTILINGUAL CHILDREN IN THE PHILIPPINES iv language (with rapid automatized naming and phonological awareness as control variables in the first time point). As predicted, the best-fitting model for the data indicated a similar pattern of relations between vocabulary and word reading fluency over time across the three alphabetic languages (though the strength of the associations varied). Results showed a relative weakness in vocabulary, as well as the absence of significant relations to word reading fluency in all three languages. Overall, the autoregressive, concurrent, and cross-lagged relations of vocabulary and word reading fluency suggest a unidirectional relationship from word reading fluency to vocabulary. Keywords: phonological awareness, word reading fluency, vocabulary, reading comprehension, multilingual, longitudinal, Philippines READING AMONG MULTILINGUAL CHILDREN IN THE PHILIPPINES v TABLE OF CONTENTS Abstract ………………………………………………………………………………………….. ii Table of Contents ……………………………………………………………………………….. v List of Tables …………………………………………………………………………………… xi List of Figures …………………………………………………………………………………. xiii List of Appendices …………………………………………………………………………….. xiv Introduction ......................................................................................................................................1 Larger Context of the Studies: The Philippines ………………………………………………. 3 Socio-economic Situation ........................................................................................................3 Linguistic Situation ………………………………………………………………………… 4 Educational Situation ………………………………………………………………………. 8 Specific Context of the Studies: Resettlement Site for Survivors of a Natural Calamity ……. 10 Background on the Research Locale ………………………………………………………. 10 Reasons for the Choice of the Research Locale …………………………………………… 12 The Present Studies …………………………………………………………………………... 12 Challenges in Conducting the Present Studies ……………………………………………….. 13 Study 1: Word Reading Fluency in Multilingual Kapampangan-Filipino-English Speakers…... 15 Models of Word Reading ……………………………………………………………………. 15 The Psycholinguistic Grain Size Theory ……………………………………………………. 17 Empirical Support for PGST……………………………………………………………… 19 Limitations to PGST ……………………………………………………………………… 21 Word Reading Fluency ……………………………………………………………………… 22 Research Aim ……………………………………………………………………………….. 25 READING AMONG MULTILINGUAL CHILDREN IN THE PHILIPPINES vi Method ………………………………………………………………………………………..26 Participants ………………………………………………………………………………... 26 Measures ………………………………………………………………………………….. 27 Language and Reading Measures………………………………………………………. 27 Word Reading Efficiency……………………………………………………………. 28 Pseudoword Reading Efficiency …………………………………………………… 29 Overall Word Reading Fluency……………………………………………………… 29 Phonological Awareness ……………………………………………………………. 30 Vocabulary ………………………………………………………………………….. 31 Cognitive Measures ……………………………………………………………………. 31 Nonverbal Intelligence ……………………………………………………………… 32 Rapid Automatized Naming ………………………………………………………… 32 Demographic Measure ………………………………………………………………… 33 Procedure …………………………………………………………………………………. 34 Data Analyses …………………………………………………………………………….. 34 Results ………………………………………………………………………………………. 35 Language Use of the Sample ……………………………………………………………... 36 Performance of the Sample ……………………………………………………………….. 36 Relations among the Developmental, Cognitive, Language, and Reading Variables .…… 38 Contribution of Phonological Awareness to Word Reading Fluency in Each Language… 38 Cross-language Contributions of Phonological Awareness to Word Reading Fluency…... 39 The Influence of L1 on L2 ……………………………………………………………... 40 The Influence of L1, L2, and L3 on L3 ………………………………………………... 40 READING AMONG MULTILINGUAL CHILDREN IN THE PHILIPPINES vii The Influence of L1, L2, and L3 on L1 ………………………………………………... 40 The Influence of L1, L2, and L3 on L2 …………………………………………………41
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