Metalinguistic Awareness and Transfer Facilitation in Word Reading Among L2/Bilingual Readers of English: A Synthesis and Meta-analytic Structural Equation Modeling Study

This article reports the first meta-analytic Structural Equation Modeling study that examined the intra-lingual and inter-lingual relations of three metalinguistic awareness skills (orthographic, phonological, and morphological awareness; or OA, PA, and MA) on word reading among second language (L2)/bilingual children 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 L2; (2) L1 OA, PA, and MA predicted their corresponding skill in L2, showing 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 discussed the transfer facilitation mechanisms of L1 metalinguistic awareness skills in L2 reading.