The interplay of home language use, oral language and early reading and writing skills in Singaporean bilingual children's English and Chinese languages

This study examines the intricate relationships between home language use, oral language skills (phonological awareness, morphological awareness, and receptive vocabulary), and literacy skills (word reading and spelling) in English and Chinese among young bilinguals. The sample includes 249 first-grade and 263 third-grade bilingual students in Singapore. Path analysis revealed a developmental shift in the roles of phonological awareness (PA) and morphological awareness (MA) on word reading from Grade 1 to Grade 3. In English, PA was the sole predictor in Grade 1, while MA gained prominence in Grade 3. For Chinese, all three oral skills were significant predictors in Grade 1, but by Grade 3 only MA and receptive vocabulary remained significant. The influence of these oral language skills on spelling was more consistent across grades. English PA and receptive vocabulary significantly predicted English spelling, whereas all three oral skills predicted Chinese spelling. This suggests that oral skills have different impacts on early reading and writing developments. Additionally, the predictive role of home language use, measured by the frequency of English spoken at home, varies across oral language skills and literacy outcomes. While English home language use only affected English receptive vocabulary, it influenced both receptive vocabulary and MA in Chinese, with negative impacts in this case. Furthermore, home language use had both direct and indirect negative impacts on Chinese word reading and spelling across both grades, but no significant effects on English word reading or spelling.