Contribution of auditory perception and phonological awareness to English acquisition in Japanese children : a study in children with normal reading ability and learning disabilities.

我们研究了听觉感知和语音技能对日语阅读障碍和非障碍读者学习英语的影响。阅读困难儿童在振幅包膜感知任务中表现不佳，但所有中学阅读困难儿童在学习英语方面都表现出困难，与听觉任务结果无关。成人的语音技能与假名的阅读速度相关，但与英语熟练程度无关。不同的学习动机对英语熟练程度有显著的影响，这表明对ESL案例的研究对于提取认知技能的影响是必要的。

We studied effects of auditory perception and phonological skills on learning English in dyslexic and non-impaired readers in Japanese. Dyslexic children showed low performance in amplitude envelope perception tasks, but all dyslexic children in middle school showed difficulties in learning English regardless of results of auditory tasks. Phonological skills in adults were correlated with reading speed of kana, but not with English proficiency. English proficiency significantly differed by learning motivation, and it suggests that studies in ESL cases are essential to extract the effect of cognitive skills.