A longitudinal study of phonological processing skills in children learning to read in a second language
A longitudinal study of phonological processing skills in children learning to read in a second language
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DOI：
10.1037/0022-0663.91.1.29
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发表时间：
1999-03
影响因子：
4.9
通讯作者：
Liane Comeau;P. Cormier;É. Grandmaison;Diane Lacroix
中科院分区：
文献类型：
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作者：
Liane Comeau;P. Cormier;É. Grandmaison;Diane Lacroix
以英语为母语的儿童(N=122)参加了一项为期一年的关于两种语言的语音意识与阅读成绩之间关系的纵向研究。参与者接受了法语和英语的单词解码和语音意识的测量，以及认知能力、快速命名和仅英语的假词重复的测量。法语的语音意识与阅读成绩的关系在两种语言中都与英语相同。在剔除快速命名和假词重复的影响后，这些关系仍然显著。两种语言的语音意识与法语译码技能的1年递增有明确的联系。这些发现支持语音意识技能在字母语言之间的迁移。
English-speaking children (N = 122) in French immersion classes participated in a 1-year longitudinal study of the relation between phonological awareness and reading achievement in both languages. Participants were administered measures of word decoding and of phonological awareness in French and in English as well as measures of cognitive ability, speeded naming, and pseudoword repetition in English only. The relation of phonological awareness in French to reading achievement in each of the languages were equivalent to that in English. These relations remained significant after partialing out the influences of speeded naming and pseudoword repetition. Phonological awareness in both languages was specifically associated with 1-year increments in decoding skill in French. These findings support the transfer of phonological awareness skills across alphabetic languages.