Speech Perception, Metalinguistic Awareness, Reading, and Vocabulary in Chinese-English Bilingual Children

Autor/inn/en	Cheung, Him; Chung, Kevin Kien Hoa; Wong, Simpson Wai Lap; McBride-Chang, Catherine; Penney, Trevor Bruce; Ho, Connie Suk-Han
Titel	Speech Perception, Metalinguistic Awareness, Reading, and Vocabulary in Chinese-English Bilingual Children
Quelle	In: Journal of Educational Psychology, 102 (2010) 2, S.367-380 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0017850
Schlagwörter	Metalinguistics; Phonological Awareness; Auditory Perception; Bilingualism; Young Children; Speech Communication; Reading Skills; Vocabulary Development; Age Differences; Correlation; Morphology (Languages); Chinese; English (Second Language); Foreign Countries; Word Recognition; Rhyme; Spelling; Interlanguage; Hong Kong; Peabody Picture Vocabulary Test; Raven Progressive Matrices; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Bilingualismus; Frühe Kindheit; Reading skill; Lesefertigkeit; Wortschatzarbeit; Age; Difference; Age difference; Altersunterschied; Korrelation; Morphology; Morphologie; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Worterkennung; Reim; Schreibweise; Zielsprache; Hongkong
Abstract	In this study, we examined the intercorrelations among speech perception, metalinguistic (i.e., phonological and morphological) awareness, word reading, and vocabulary in a 1st language (L1) and a 2nd language (L2). Results from 3 age groups of Chinese-English bilingual children showed that speech perception was more predictive of reading and vocabulary in the L1 than L2. While morphological awareness uniquely predicted reading and vocabulary in both languages, phonological awareness played such a role after we controlled for morphological awareness only in the L2, which was alphabetic. L1 speech perception and metalinguistic awareness predicted L2 word reading but not vocabulary, after we controlled for the corresponding L2 variables. Hence, there are both similarities and differences between the 2 languages in how the constructs are related. The differences are attributable to variations in language properties and learning contexts. Implications of the present results for an effective L2 learning program are discussed. (Contains 7 tables and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10