General auditory processing, speech perception and phonological awareness skills in Chinese-English biliteracy
Publication in refereed journal


引用次數
替代計量分析
.

其它資訊
摘要This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese-speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 24 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross-language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross-language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts.
著者Chung KKH, McBride-Chang C, Cheung H, Wong SWL
期刊名稱Journal of Research in Reading
出版年份2013
月份5
日期1
卷號36
期次2
出版社WILEY-BLACKWELL
頁次202 - 222
國際標準期刊號0141-0423
電子國際標準期刊號1467-9817
語言英式英語
Web of Science 學科類別Education & Educational Research; EDUCATION & EDUCATIONAL RESEARCH; Psychology; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

上次更新時間 2020-17-09 於 00:26