Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language
Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language
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DOI：
10.1037/0022-0663.97.1.81
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发表时间：
2005-02-01
影响因子：
4.9
通讯作者：
Burgess, S
中科院分区：
文献类型：
--
作者：
Chow, BWY;McBride-Chang, C;Burgess, S
这项为期9个月的纵向研究调查了香港221名幼儿园儿童的汉语母语语音处理技能与早期汉语和英语阅读能力的关系。语音意识，快速自动化命名，和短期的文字记忆不同的关系，同时和随后的中文和英文单词识别。语音意识和汉语阅读能力之间存在显著的双向关系，即使考虑了年龄、词汇量和视觉技能表现的差异。当同时考虑所有的预测因素时，只有语音意识仍然是汉语和英语阅读能力的同时和纵向的显着预测。
The present 9-month longitudinal study investigated relations between Chinese native language phonological processing skills and early Chinese and English reading abilities among 221 kindergarteners in Hong Kong. Phonological awareness, rapid automatized naming, and short-term verbal memory differed in their relations to concurrent and subsequent Chinese and English word recognition. The significant bidirectional relations between phonological awareness and Chinese reading ability remained even after accounting for the variance due to age, vocabulary, and visual skills performance. When all predictors were considered simultaneously, only phonological awareness remained a significant predictor of Chinese and English reading abilities both concurrently and longitudinally.