CROSS-LANGUAGE TRANSFER OF PHONOLOGICAL AWARENESS
CROSS-LANGUAGE TRANSFER OF PHONOLOGICAL AWARENESS
复制标题
DOI：
10.1037/0022-0663.85.3.453
复制
发表时间：
1993-09-01
影响因子：
4.9
通讯作者：
HANCINBHATT, BJ
中科院分区：
文献类型：
--
作者：
DURGUNOGLU, AY;NAGY, WE;HANCINBHATT, BJ
一项研究调查了影响西班牙语初学者英语单词识别成绩的因素。对初级读者进行了字母命名、西班牙语语音意识、西班牙语和英语单词识别以及西班牙语和英语口语水平的测试。多元回归分析表明，受试者在英语单词和假词再认测试中的成绩受到西班牙语语音意识和西班牙语单词再认水平的预测，表明存在跨语言迁移。相比之下，英语和西班牙语的口语水平都不会影响单词识别成绩。结果表明，第一语言学习和经验可以帮助儿童在阅读的开始阶段提供一种特定的方式。
A study investigated the factors influencing the English word identification performance of Spanish-speaking beginning readers. Beginning readers were administered tests of letter naming, Spanish phonological awareness, Spanish and English word recognition, and Spanish and English oral proficiency. Multiple-regression analyses revealed that the readers' performance on English word and pseudoword recognition tests was predicted by the levels of both Spanish phonological awareness and Spanish word recognition, thus indicating cross-language transfer. In contrast, neither English nor Spanish oral proficiency affected word-identification performance. Results suggest a specific way in which first-language learning and experience can aid children in the beginning stages of reading.