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1.
This study examined language-specific links among auditory processing, linguistic prosody awareness, and Mandarin (L1) and English (L2) word reading in 61 Mandarin-speaking, English-learning children. Three auditory discrimination abilities were measured: pitch contour, pitch interval, and rise time (rate of intensity change at tone onset). Linguistic prosody awareness was measured three ways: Mandarin tone perception, English stress perception, and English stress production. A Chinese character recognition task was the Mandarin L1 reading metric. English L2 word reading was assessed by English real word reading and nonword decoding tasks. The importance of the auditory processing measures to reading was different in the two languages. Pitch contour discrimination predicted Mandarin L1 word reading and rise time discrimination predicted English L2 word reading, after controlling for age and nonverbal IQ. For the prosodic and phonological measures, Mandarin tone perception, but not rhyme awareness, predicted Chinese character recognition after controlling for age and nonverbal IQ. In contrast, English rhyme awareness predicted more unique variance in English real word reading and nonword decoding than did English stress perception and production. Linguistic prosody awareness appears to play a more important role in L1 word reading than phonological awareness; while the reverse seems true for English L2 word reading in Mandarin-speaking children. Taken together, auditory processing, language-specific linguistic prosody awareness, and phonological awareness play different roles in L1/L2 reading, reflecting different prosodic and segmental structures between Mandarin and English. 相似文献
2.
Eleni Morfidi Aryan van der Leij Peter F. de Jong Femke Scheltinga Judith Bekebrede 《Reading and writing》2007,20(8):753-784
The present study investigated the reading of secondary school students in their first and second language (L1, L2). Twenty-six
average and twenty-six poor readers matched on age, gender, listening and reading comprehension participated. They were native
Dutch speakers who started learning English at secondary school (grade 7). We examined whether differences in L2 between the
two groups reflect differences in L1 with regard to reading and relevant subskills. In addition, the relationship between
reading and its predictors within and across the two languages was investigated. Between group differences were similar in
L1 and L2 when task conditions involved high levels of phonological and orthographic complexity or demanded speeded processing.
Furthermore, serial rapid naming predicted speeded word reading in both languages and L2 text reading accuracy, while L2 phoneme
awareness and orthographic knowledge explained unique variance in L2 text reading accuracy. Cross-linguistic prediction revealed
that speeded word reading predicted its counterpart from L1 to L2 and vice versa. Serial rapid naming explained additional
variance in the prediction of L2 from L1. After exclusion of the reading predictor from the model, serial rapid naming was
the most consistent cross-linguistic predictor, while L2 orthographic knowledge explained a small amount of unique variance
in L1 speeded word reading. 相似文献
3.
This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and morphological awareness improved with age. However, the extent to which each of the constructs explained variance in Chinese and English word reading was stable across age but differed by orthography. Across grades, visual-orthographic skills and morphological awareness, but not phonological awareness, were uniquely associated with Chinese character recognition with age and nonverbal IQ statistically controlled. In contrast, Chinese visual-orthographic skills and phonological awareness, but not morphological awareness, accounted for unique variance in English word reading even with the effects of Chinese character recognition and other reading-related cognitive tasks statistically controlled. Thus, only visual-orthographic skills appeared to be a consistent factor in explaining both Chinese and English word reading, perhaps in part because Hong Kong Chinese children are taught in school to read both Chinese and English using a “look and say” strategy that emphasizes visual analysis for word recognition. These findings extend previous research on Chinese visual-orthographic skills to English word reading and underscore commonality and uniqueness in bilingual reading acquisition. 相似文献
4.
The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety‐nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications. 相似文献
5.
Both sensitivity to speech rhythm and non‐speech rhythm have been associated with successful phonological awareness and reading development in separate studies. However, the extent to which speech rhythm, non‐speech rhythm and literacy skills are interrelated has not been examined. As a result, five‐ to seven‐year‐old English‐speaking children were assessed on measures of speech rhythm sensitivity, non‐speech rhythm sensitivity (both receptive and productive), reading attainment and phonological awareness. Hierarchical regression analyses revealed that productive non‐speech rhythm was unable to predict variance in reading attainment independently of phonological awareness and speech rhythm sensitivity. Receptive sensitivity to speech rhythm and non‐speech rhythm were both able to predict a significant amount of unique variance in reading attainment after controlling for age, vocabulary, phonological awareness, short‐term memory and each other. The findings suggest that receptive sensitivity to speech rhythm and non‐speech rhythm, while related to each other, also make contributions to reading attainment that are independent of each other. These findings provide only partial consistency with the general auditory processing deficit theory of reading difficulties, but are in line with the emerging theoretical claim that sensitivity to speech prosody may be implicated in successful literacy development. 相似文献
6.
Savage RS Frederickson N Goodwin R Patni U Smith N Tuersley L 《Journal of learning disabilities》2005,38(1):12-28
In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling. 相似文献
7.
Juan Zhang Catherine McBride-Chang Xiuli Tong Anita M.-Y. Wong Hua Shu Cathy Y.-C. Fong 《Reading and writing》2012,25(9):2183-2203
This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8?years old, across 1?year. With time 1 word reading, phonological awareness and speeded naming controlled, morphological awareness was uniquely associated with concurrent and subsequent reading comprehension; orthography-semantic awareness uniquely explained concurrent reading comprehension at time 2. Together, the meaning acquisition variables explained between 2 and 6% unique variance in reading comprehension across time, underscoring the importance of acquisition of meaning for early reading comprehension among Chinese children. 相似文献
8.
《Scientific Studies of Reading》2013,17(1):41-53
Eighty-one adult participants varying in reading ability completed two choice reaction time (RT) tasks (one auditory and one visual) in conjunction with measures of phonological awareness, general cognitive ability, and word recognition ability. Replicating previous work, a significant correlation between RT and reading ability was obtained. However, several different methods of examining overlapping variance (hierarchical regression, path analysis, commonality analysis) indicated that the zero-order correlation between RT and word recognition ability was largely due to variance shared with phonological awareness and general cognitive ability. RT explained little variance in reading ability after phonological sensitivity had been partialed out and almost no unique variance after phonological sensitivity and general cognitive ability had been partialed out. In addition, the overlap in the variance of RT and phonological processing was almost entirely due to variance shared with intelligence. 相似文献
9.
Phonological awareness has been found to be strongly related to spelling. Findings on the relations between rapid‐naming and spelling are less consistent and have been suggested to be shared with speed of processing. This study set out to examine these relations in spelling and reading of Hebrew. Children attending the regular educational system were followed longitudinally (N = 70): phonological awareness, rapid‐naming and speed of processing were tested in kindergarten and in grade 1, and spelling and reading were tested in grade 2. Kindergarten and grade 1 rapid‐naming predicted spelling and word reading, and grade 1 phonological awareness predicted spelling, word reading and decoding. Speed of processing was an insignificant predictor. The findings extend the role of phonological awareness in spelling to an orthography with partial phonological representations and concurrently suggest weak relations. The results further suggest a link between rapid‐naming and orthographic knowledge, which may not be explained by shared variance with speed of processing. 相似文献
10.
《Scientific Studies of Reading》2013,17(4):367-399
In this 2-year longitudinal study the developmental relationships among letter knowledge, phonological awareness, rapid naming, and task orientation were examined, and linguistic-motivational pathways of word reading acquisition were traced from kindergarten to Grade 1 by means of structural equation modeling. The participants were 100 Finnish-speaking nonreaders. Results showed that kindergarten (5–6 years) letter knowledge predicted subsequent preschool (6–7 years) phonological awareness and task orientation. RAN was a unique longitudinal and concurrent predictor of word recognition, suggesting that rapid naming provides a reliable prediction of prospective word reading ability at least in a transparent language. Controlling for phonological awareness and rapid naming, task orientation contributed uniquely to the prediction of word reading competence, suggesting that motivational and linguistic factors are both at work as children face the gradually growing demands of learning to read and write in Grade 1. 相似文献
11.
Wijaythilake M. A. D. K. Parrila R. Inoue Tomohiro Nag Sonali 《Reading and writing》2019,32(7):1881-1907
We examined whether akshara knowledge, phonological awareness, phonological memory, and RAN predict variability in word and nonword reading skills in Grade 1–4 children (N?=?200) learning to read Sinhala. Hierarchical regression analyses showed that akshara knowledge had the strongest unique association with both word and nonword reading accuracy across grades. Akshara knowledge and RAN predicted word and nonword reading fluency. The impact of phonological memory and syllable awareness on reading was mostly mediated by akshara knowledge, and phoneme awareness was not uniquely associated with word reading skills in any grade. These results suggest that there are multiple cognitive correlates of accurate and fluent word reading in Sinhala, and akshara knowledge is the most important predictor of learning to read words. The findings have implications for the literacy acquisition, development, and instruction in alphasyllabaries.
相似文献12.
《教育心理学家》2013,48(3):109-121
Relations between phonological processing and speech perception skills in reading-disabled children and adults are considered. Following Wagner and Torgesen (1987), phonological processing is comprised of at least three distinct though interrelated abilities--phonemic awareness, phonological recoding in lexical access, and short-term verbal memory skills. Speech perception skills may also represent two domains, speech perception and short-term memory. Studies of speech perception and word reading are critiqued. The interactions of speech perception, phonological processing skills, and word-reading abilities with development are considered in a preliminary model of reading. Although studies of phonological processing and speech perception in poor readers have thus far developed separately, experimenters in these isolated domains could benefit from the research findings in each and the unique paradigms each uses to investigate deficits in poor readers. 相似文献
13.
Maryse Bianco Catherine Pellenq Eric Lambert Pascal Bressoux Laurent Lima Anne‐Lise Doyen 《Journal of Research in Reading》2012,35(4):427-455
In a 3‐year longitudinal study, we examined the relationships between oral language development, early training and reading acquisition on word‐identification and reading‐comprehension tests administered to a sample of 687 French children. Hierarchical linear models showed that both phonological awareness and oral comprehension at the age of 4 years were relevant to reading acquisition 2 years later. These two broad skills explained separate parts of the variance on both outcome measures, while revealing opposite effects: phonological skills explained more variance for alphabetic reading skills and oral comprehension explained more variance for reading comprehension. We also assessed the effects of two preschool training programmes focusing on either phonological awareness or comprehension skills. The results showed that phonological awareness training had a positive effect on alphabetic scores, and comprehension training had a positive effect on reading comprehension. These results provide insight into early oral instruction and contribute to the theoretical debate about the linguistic predictors of literacy acquisition. 相似文献
14.
C. McBride-Chang H. Cheung B. W.-Y. Chow C. S.-L. Chow L. Choi 《Reading and writing》2006,19(7):695-716
How are metalinguistic skills associated with vocabulary knowledge in languages with contrasting phonological and morphological properties? To address this question, tasks of phonological awareness and morphological awareness, other reasoning and literacy-related skills, and measures of vocabulary knowledge in Chinese and English, were administered to 217 Hong Kong Chinese kindergarten children learning English as a second language. Syllable-level awareness but not phoneme onset awareness was strongly associated with Chinese vocabulary knowledge; phoneme onset awareness but not syllable awareness was associated with English vocabulary knowledge. In hierarchical regression equations, phonological awareness in English explained unique variance in English vocabulary knowledge but not in Chinese vocabulary knowledge. In contrast, measures of morphological awareness, which were strongly associated with syllable awareness, uniquely explained 13% of the variance in Chinese vocabulary knowledge apart from all other measures included but were not uniquely associated with English vocabulary knowledge. Findings highlight the strong overlap across phonological and morphological awareness in Chinese and the different associations of each to vocabulary acquisition in Chinese (L1) and English (L2) languages. 相似文献
15.
Two correlational studies from the same data set demonstrated the distinctiveness of character and word reading for Chinese reading development among 337 Hong Kong Chinese children in grades 1–3. Study 1 examined the cognitive-linguistic correlates of single-character reading and two-character word reading. Rapid automatized naming, morphological awareness and visual-orthographic skill independently explained variance in both character and word reading beyond age, grade, nonverbal IQ and vocabulary knowledge. Importantly, rapid automatized naming and morphological awareness additionally explained variance in word reading even after statistically controlling for character reading; there were no such unique correlates for character reading beyond word reading. Study 2 investigated the roles of character and word reading in reading comprehension. Both were individually significantly associated with reading comprehension even when a multifaceted measure of language comprehension was statistically controlled. Moreover, character reading and language comprehension significantly explained variance in reading comprehension through word reading; word reading and language comprehension uniquely contributed to reading comprehension in the model. Results suggest that character and word reading likely reflect slightly different processes in Chinese literacy: Theoretically, these results underscore the importance of models of reading that integrate unique features of Chinese. Practically, these results suggest that character and word reading may depend on different cognitive-linguistic processes which can be cultivated when teaching them, separately or together. 相似文献
16.
The paper reported an exploratory study that tested (a) the relationship between phonological and morphological awareness
in English (L1)–Arabic (L2) bilingual children in Canada (N = 43), and (b) the relevance of these skills to word and pseudoword reading accuracy, and to complex word reading fluency.
The results showed a significant correlation between phonological awareness in English and in Arabic. However, morphological
awareness in the two languages was not correlated. Phonological awareness predicted reading cross-linguistically, but only
Arabic morphological awareness predicted word reading in English. Moreover, while both phonological and morphological awareness
in English predicted independent unique variance in English word reading, only phonological awareness in Arabic predicted
Arabic word reading. Complex-word reading fluency was predicted by morphological awareness within both languages. Similarly,
in both languages, phonological awareness was the single factor predicting pseudoword decoding accuracy. The results are discussed
in terms of cross-linguistic differences between English and Arabic in orthographic depth and in morphological structure and
transparency. 相似文献
17.
18.
While the critical importance of phonological awareness (segmental phonology) to reading ability is well established, the potential role of prosody (suprasegmental phonology) in reading development has only recently been explored. This study examined the relationship between children's prosodic skills and reading ability. Hierarchical multiple regression analyses examined the unique contribution of word‐level and phrase‐level prosodic skills to the prediction of three concurrent measures of reading ability in 81 fourth‐grade children (mean age 9.3 years). After controlling for phonological awareness and general rhythmic sensitivity, children's prosodic skills predicted unique variation in word‐reading accuracy and in reading comprehension. Phrase‐level prosodic skills, assessed by means of a reiterative speech task, predicted unique variance in reading comprehension, after controlling for word reading accuracy, phonological awareness and general rhythmic sensitivity. These results add to the growing body of evidence of the importance of prosodic skills in reading development. 相似文献
19.
Studies have begun to focus on what skills contribute to the development of phonological awareness, an important predictor of reading attainment. One of these skills is the perception of prosody, which is the rhythm, tempo and stress of a language. To examine whether prosodic perception contributes to phonological awareness prior to reading tuition, we assessed 49 prereaders. Using confirmatory factor analysis, we found that measures of prosodic perception and phonological awareness loaded onto separate factors. Our regression analyses revealed that prosodic perception accounted for significant variance after partialling out definitional vocabulary and memory for digits, but not after accounting for receptive vocabulary. Based on the independence of prosodic perception from definitional vocabulary, we concluded that prosodic perception contributes to the development of phonological awareness indirectly through receptive vocabulary, by improving speech‐processing skills, but independently of semantic knowledge. Further studies should examine the role of prosody in children at risk of later reading difficulties. 相似文献
20.
Xiujie Yang 《教育心理学》2020,40(7):893-911
AbstractThe present study examined phonological processing skills (phonological memory, phonological awareness, and rapid automatised naming, RAN) in relation to early Chinese reading and early Chinese mathematics for young children. Early Chinese reading was assessed with single character reading and multi-character word reading, and early mathematics was assessed with procedural arithmetic and arithmetic story problems. Among 86 Chinese kindergarteners, phonological processing skills explained 20% of the variance in character reading and 28% of the variance in word reading; they accounted for 8% of the variance in arithmetic and 11% of the variance in story problem performance. Specifically, findings further highlight the general importance of phonological awareness in early Chinese single character reading, word reading, simple arithmetic and story problems, and the specific role of RAN in single character reading and simple arithmetic.
- Highlights
Phonological awareness and rapid automatised naming explained unique variance in Chinese single character reading and procedural arithmetic.
Only phonological awareness significantly accounted for unique variance in Chinese word reading and arithmetic story problems.
The associations of phonological awareness with procedural arithmetic and arithmetic story problem were maintained even beyond other variables.