Cross-cultural similarities in the predictors of reading acquisition
Cross-cultural similarities in the predictors of reading acquisition
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DOI：
10.1111/1467-8624.00479
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发表时间：
2002-09-01
影响因子：
4.6
通讯作者：
Kail, RV
中科院分区：
文献类型：
--
作者：
McBride-Chang, C;Kail, RV
对190名香港幼稚园学生和128名美国幼稚园和一年级学生进行了中/英文单词识别、语音意识、快速命名、视觉空间技能和加工速度的测量。在各个小组中，阅读本身最有力的预测因素是语音意识；视觉处理不能预测阅读。对于这两组人来说，处理速度强烈地预测了命名速度、视觉处理速度和语音意识。尽管需要学习的文化、语言和正字法各不相同，但不同文化以及第一语言和第二语言正字法的早期阅读发展模式非常相似。
Measures of Chinese character/English word recognition, phonological awareness, speeded naming, visual-spatial skill, and processing speed were administered to 190 kindergarten students in Hong Kong and 128 kindergarten and grade 1 students in the United States. Across groups, the strongest predictor of reading itself was phonological awareness; visual processing did not predict reading. For both groups, speed of processing strongly predicted speeded naming, visual processing, and phonological awareness. Despite diversities of culture, language, and orthography to be learned, models of early reading development were remarkably similar across cultures and first and second language orthographies.