General auditory processing, speech perception and phonological awareness skills in Chinese-English biliteracy

被引:22
|
作者
Chung, Kevin K. H. [1 ]
McBride-Chang, Catherine [2 ]
Cheung, Him [2 ]
Wong, Simpson W. L. [3 ]
机构
[1] Hong Kong Inst Educ, Dept Special Educ & Counselling, Hong Kong, Hong Kong, Peoples R China
[2] Chinese Univ Hong Kong, Dept Psychol, Hong Kong, Hong Kong, Peoples R China
[3] Hong Kong Inst Educ, Hong Kong, Hong Kong, Peoples R China
关键词
READING-DISABLED-CHILDREN; DEVELOPMENTAL DYSLEXIA; CROSS-LANGUAGE; LITERACY DEVELOPMENT; PRESCHOOL-CHILDREN; BILINGUAL-CHILDREN; WORD RECOGNITION; WORKING-MEMORY; NORMAL READERS; ACQUISITION;
D O I
10.1111/j.1467-9817.2011.01500.x
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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 24 (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.
引用
收藏
页码:202 / 222
页数:21
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