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1.
The utility of Chinese tone processing skill in detecting children with English reading disabilities
The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory processing, English phonemic processing and English reading skills were also tested. We found differences between groups in Chinese tone processing skill, as well as general auditory processing and English phonemic skills. The RD group was significantly poorer than NRD on tasks of Chinese tone, phonemic and frequency modulated (FM) tone processing. Another finding was a different pattern of relationship between RD and NRD groups in Chinese tone, phonemic and FM tone processing as predictors of reading skills. For children with RD, FM tone processing was a significant predictor of pseudoword reading; for NRD, phonemic and Chinese tone processing skills predicted real word reading. These findings contribute to improved understanding of the roles of general auditory processing and phonological processing skills in RD, with implications for assessment and intervention with children who have English reading difficulties. 相似文献
2.
This study examined language-specific links among auditory processing, linguistic prosody awareness, and Mandarin (L1) and English (L2) word reading in 61 Mandarin-speaking, English-learning children. Three auditory discrimination abilities were measured: pitch contour, pitch interval, and rise time (rate of intensity change at tone onset). Linguistic prosody awareness was measured three ways: Mandarin tone perception, English stress perception, and English stress production. A Chinese character recognition task was the Mandarin L1 reading metric. English L2 word reading was assessed by English real word reading and nonword decoding tasks. The importance of the auditory processing measures to reading was different in the two languages. Pitch contour discrimination predicted Mandarin L1 word reading and rise time discrimination predicted English L2 word reading, after controlling for age and nonverbal IQ. For the prosodic and phonological measures, Mandarin tone perception, but not rhyme awareness, predicted Chinese character recognition after controlling for age and nonverbal IQ. In contrast, English rhyme awareness predicted more unique variance in English real word reading and nonword decoding than did English stress perception and production. Linguistic prosody awareness appears to play a more important role in L1 word reading than phonological awareness; while the reverse seems true for English L2 word reading in Mandarin-speaking children. Taken together, auditory processing, language-specific linguistic prosody awareness, and phonological awareness play different roles in L1/L2 reading, reflecting different prosodic and segmental structures between Mandarin and English. 相似文献
3.
不同英语认读教法对儿童词汇认读能力的影响 总被引：1，自引：0，他引：1
本研究通过三种不同英语认读教法,对早期半浸入式双语教育环境下64名儿童的英、汉两种语言词汇认读能力进行考察。结果表明,不同英语认读教法对双语儿童两种语言的词汇认读产生了不同影响:在字母拼读教学条件下,儿童英语词汇认读水平显著高于音标认读与整词认读条件;在整词认读教学条件下,儿童汉语词汇认读水平显著高于字母拼读与音标认读条件;在传统音标教学条件下,儿童两种语言词汇认读水平均最低,表明音标教学不利于儿童的英语词汇认读能力的提高,而且可能对儿童母语认读水平造成不利影响。 相似文献
4.
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive
is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed
to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing
skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish
tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language
phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed
a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish
homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared
phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby
not likely to transfer to spelling performance. 相似文献
5.
Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children 总被引：1，自引：0，他引：1
This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant correlations between Chinese and English measures in phonological awareness and rapid naming, but not in orthographic skills; (b) significant unique contribution of Chinese and English rapid naming skills and English rhyme awareness for predicting Chinese word reading after controlling for all the Chinese and English cognitive measures; (c) significant unique contribution of English phonological skills and Chinese orthographic skills (a negative one) for predicting English word reading after controlling for all the English and Chinese cognitive measures; and (d) significant unique contribution of Chinese rhyme awareness for predicting English phonemic awareness. These findings provide initial evidence that developing reading-related cognitive skills in English may have facilitative effects on Chinese word reading development. They also suggest that Chinese orthographic skills or tactics may not be helpful for learning to read English words among ESL learners; and that Chinese rhyme awareness facilitates the development of English phonemic awareness which is an essential skill predicting ESL learning. 相似文献
6.
Kevin K. H. Chung Catherine McBride‐Chang Him Cheung Simpson W. L. Wong 《Journal of Research in Reading》2013,36(2):202-222
This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese‐speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross‐language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross‐language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts. 相似文献
7.
The relationships between phoneme categorisation, phonological processing, and reading performance were examined in Chinese‐English speaking children in an English‐speaking environment. Second language (L2, i.e., English) phonological processing but not phoneme categorisation was related to L2 reading. First language (L1) oral language skills were related to Chinese reading with L1 phonological processing being related to the Chinese reading task with a strong phonological component (pseudocharacter reading). L1 phoneme categorisation skill was not strongly related to L1 reading. These findings suggest that phonological processing is related to reading tasks with heavy phonological demands, such as reading in an alphabetic orthography or pseudocharacter reading in a nonalphabetic orthography. Exposure to L1 reading might influence processes used by Chinese‐speaking children in an English‐speaking environment. 相似文献
8.
9.
Vrinda Kalia 《Early Childhood Education Journal》2007,35(2):149-153
The goal of this study was to examine the role of Indian bilingual parents’ book reading practices on the development of the
children’s oral language, narrative and literacy skills in English, their second language. About 24 bilingual children from
two preschools in Bangalore, India were tested in schools in English on receptive vocabulary, complex syntax, narrative expression,
phonological awareness, and concepts about print. The findings suggest that exposure to book reading in English is associated
with bilingual children’s oral language, narrative and literacy development in their second language. 相似文献
10.
本研究旨在实验研究探讨汉语（第一语言）的语音意识和成人英语（第二语言）的听、说能力之间的关系。实验任务为汉语语音意识测量和英语假词快速朗读。其中汉语语音意识的测量包括4个维度：听觉声母意识、听觉韵母意识、听觉声调意识以及视觉音节意识。实验结果显示汉语的声母意识、韵母意识和音节意识分别对英语口语、英语听力和英语语音加工能力有一定的预测作用。这说明汉语的语音意识迁移到英语中并对英语的听说能力发展起着相当重要的作用。 相似文献
11.
Young-Suk Kim 《Reading and writing》2009,22(7):843-861
This study examined (1) the potential influence of oral language characteristics of two languages that bilingual children
acquire on their PA and (2) the relationship of PA in L1 with PA and literacy skills in L2, using data from Korean–English
bilingual children. Thirty three Korean–English bilingual children, composed of two subsamples from two different locations/bilingual
programs, participated in the study. The findings showed that the sample of bilingual children from two bilingual programs
differed in their mean performances on intrasyllabic phonological awareness in Korean (i.e., rime awareness and body awareness).
Furthermore, children’s Korean rime awareness, but not body awareness, was positively related to their phonological awareness
and literacy skills in English. Finally, these children’s phonological awareness in Korean made a positive contribution to
English decoding skills even after controlling for their English sight word reading skills. The results are discussed in light
of interlingual influence on bilingual children’s phonological awareness.
相似文献
| Young-Suk KimEmail: |
12.
13.
Jiyoung Ryu 《Early Childhood Education Journal》2004,32(3):165-171
This research article describes the English acquisition of three, young, high-achieving, Korean, bilingual students, their academic development and their social/psychological adjustment in school. All observations and interviews were conducted in the natural classroom setting. The Korean children underwent different school experiences, partially contingent upon their English proficiency, but they generally demonstrated rapid English acquisition and healthy adjustment to school. The study findings suggest that teachers and parents play an important role in supporting their bilingual children's adjustments to new environments while preserving fundamental aspects of their original culture. Recommendations for both mainstream andbilingual teachers are suggested to further an understanding of Korean children, as English language learners and enable these children to become bilingual in Korean and English. 相似文献
14.
This study examined the importance of morphological awareness in Korean–English biliteracy acquisition. English is an opaque orthographic system, in which letters and sounds have indirect correspondences. Korean Hangul, on the other hand, is a transparent orthographic system where there are direct letter-sound correspondences. Sixty-five children from Grades 2 to 4 were tested on a set of comparable Korean and English tasks tapping into oral vocabulary, phonemic awareness, morphological awareness, real word reading, and passage reading comprehension. Results showed that morphological awareness explained a significant amount of variance in word reading and reading comprehension within both Korean Hangul and English, suggesting that morphological awareness is important not only in an opaque orthography but also in a transparent orthography. Furthermore, morphological awareness in one language uniquely predicted a significant amount of variance in reading real words in the other language, suggesting that morphological awareness facilitates word reading across different orthographies. 相似文献
15.
This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and morphological awareness improved with age. However, the extent to which each of the constructs explained variance in Chinese and English word reading was stable across age but differed by orthography. Across grades, visual-orthographic skills and morphological awareness, but not phonological awareness, were uniquely associated with Chinese character recognition with age and nonverbal IQ statistically controlled. In contrast, Chinese visual-orthographic skills and phonological awareness, but not morphological awareness, accounted for unique variance in English word reading even with the effects of Chinese character recognition and other reading-related cognitive tasks statistically controlled. Thus, only visual-orthographic skills appeared to be a consistent factor in explaining both Chinese and English word reading, perhaps in part because Hong Kong Chinese children are taught in school to read both Chinese and English using a “look and say” strategy that emphasizes visual analysis for word recognition. These findings extend previous research on Chinese visual-orthographic skills to English word reading and underscore commonality and uniqueness in bilingual reading acquisition. 相似文献
16.
Nathlie A. Badian 《Reading and writing》1993,5(1):87-100
This study examined differences between adequate and poor readers in phonemic awareness, rapid continuous and confrontation naming, and visual symbol processing. It also investigated which of these skills make independent contributions to word recognition, pseudoword reading, and reading comprehension. Subjects were 170 school referrals of average intelligence, aged 6 to 10 years. The strongest differentiators of adequate and poor readers, with IQ and reading experience controlled, were phonemic awareness, naming speed for letters and pictured objects, and visual symbol processing. Letter naming speed made the largest independent contribution to word recognition, phonemic awareness to pseudoword reading, and object naming speed to reading comprehension. Confrontation picture naming accounted for minimal variance in reading skills, when IQ was controlled. It was concluded that tasks of naming speed, phonemic awareness, and visual symbol processing are valuable components of a diagnostic battery when testing children with possible reading disability. 相似文献
17.
Jennifer Yusun Kang 《Reading and writing》2012,25(2):411-431
This study examined whether there are bilingual advantages in terms of phonological awareness (PA) for children acquiring
two phonologically and orthographically different alphabetic languages and investigated the emergent literacy factors that
explain variances in their PA, in comparison to monolingual children. The study participants comprised seventy 5- to 6-year-old
Korean-English bilingual children who had attended English-medium kindergartens for at least 2 years and fifty-six Korean
monolingual children whose age and L1 oral language proficiency were matched to the bilingual participants. They were tested
on a range of PA and emergent literacy skill measures including decoding skills in both Korean and English. The study findings
indicated that (1) the bilingual children had a bilingual advantage in PA tasks in both L1 and L2, (2) there was language
transfer in processing L1 and L2 PA for both bilingual and monolingual children, and (3) the PA of the two groups was explained
by different factors. The results are discussed in terms of language-specific L1 characteristics and the potential effects
of instructional differences in language arts. 相似文献
18.
本文针对大学双语教学中存在的妨碍,学生对原版教材的阅读理解的两个问题,推荐了一套解决办法。这套解决办法包括:(1)学生课前预习授课教师提供的带有中文注释的生词表,(2)学会识别与利用英文上下文线索,(3)掌握与运用SQ3R学习法,(4)课后优先阅读适量的相关中文参考资料,(5)开课单位开课前为学生适当提供提高英文阅读技能的指导和培训。双语教学的实践证明,充分运用这些方法能促进大学双语教学达到预期效果。 相似文献
19.
双语教学与大学英语教学改革 总被引：92，自引：0，他引：92
我国高校的双语教学是以提高外语(主要是英语)水平为主的教育,其目标是培养大批能同时使用母语和英语进行交际的复合型专业人才。高校双语教学为打破大学英语教学的严重的应试倾向开辟了道路。要搞好双语教学,必须借鉴国外的成功经验,采用依托式教学模式。教师能用全英语讲授专业课,学生达到中等以上英语水平,是搞好双语教学必备的条件。 相似文献
20.
陈燕 《湖北广播电视大学学报》2008,28(8):22-23
根据心理语言学理论,针对高职院校双语播音专业学生特点,文章提出了在语篇整体信息结构基础上的英语阅读教学模式,旨在提高双语播音专业学生的英语阅读水平。 相似文献