Influence of oral language and phonological awareness on children's bilingual reading

被引：77
|
作者：
Swanson, H. Lee [1 ]
Rosston, Kelly [1 ]
Gerber, Michael [2 ]
Solari, Emily [3 ]
机构：
[1] Univ Calif Riverside, Riverside, CA 92521 USA
[2] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA
[3] Lehigh Univ, Bethlehem, PA 18015 USA
来源：
JOURNAL OF SCHOOL PSYCHOLOGY | 2008年 / 46卷 / 04期
关键词：
oral language; English language learners; Spanish vocabulary; bilingual literacy;
D O I：
10.1016/j.jsp.2007.07.002
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The purpose of this study was to assess the roles of oral language and phonological awareness on reading performance in grade 3 bilingual students. Several hierarchical models assessed the best predictors of third grade English and Spanish word attack, word identification and reading comprehension. Predictor variables were measures of phonological awareness, expressive vocabulary, receptive vocabulary, and syntax in both English and Spanish. The results showed that within language contributions of expressive vocabulary and syntax best predicted literacy when compared to phonological awareness measures. (C) 2007 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
引用
收藏
页码：413 / 429
页数：17
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