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Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems Ellen Bialystok, Gigi Luk, and Ernest Kwan Y ork Uni versity Four groups of children in first grade were compared on early literacy tasks. Children in three of the groups were bilingual, each group representing a different combina- tion of language and writing system, and children in the fourth group were monolin- gual speakers of English. All the bilingual children used both languages daily and were learning to read in both languages. The children solved decoding and phonolog- ical awareness tasks, and the bilinguals completed all tasks in both languages. Initial differe nces between the groups in factors that contribute to early literacy were con- trolled in an analysis of covariance, and the results showed a general increment in reading ability for all the bilingual children but a larger advantage for children learn- ing two alphabetic systems. Similarly, bilinguals transferred literacy skills across languages only when both languages were wr itten in the same system. Therefore, the extent of the bilingual facilitation for early reading depends on the relation between the two languages and writing systems. Learning to read is indisputably the premier academic achievement of early schooli ng. It prepares children for their educational futures and is the key to the poss ibil it ies that thei r futures hold for them. Thus , if knowi ng two languages at the time that literacy is introduced, or learning to read in a language that is not the child’ s dominant one, or acquiri ng literacy simultaneously in two languages af- fects the outcome of literacy instruction, then it would be important to know that. These possibilities affect a sizable portion of the world’s children: A significant number are bilingual at the time they begin reading, many are instructed in a lan- guage they do not speak at home, and some number of those are expected to ac- quire this skill in two languages. SCIENTIFIC STUDIES OF READING,  9(1), 43–61 Copyright © 2005, Lawrence Erlbaum Associates, Inc. Requests for reprints should be sent to Ellen Bialystok, Department of Psychology, York Univer- sity, 4700 Keele Street, Toronto, Ontario, M3J 1P3, Canada. E-mail: [email protected]

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