General Auditory Processing, Speech Perception and Phonological Awareness Skills in Chinese-English Biliteracy

Autor/inn/en	Chung, Kevin K. H.; McBride-Chang, Catherine; Cheung, Him; Wong, Simpson W. L.
Titel	General Auditory Processing, Speech Perception and Phonological Awareness Skills in Chinese-English Biliteracy
Quelle	In: Journal of Research in Reading, 36 (2013) 2, S.202-222 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2011.01500.x
Schlagwörter	Chinese; English; Auditory Perception; Phonological Awareness; Speech Communication; Word Recognition; Reading Skills; Foreign Countries; English (Second Language); Transfer of Training; Elementary School Students; Grade 2; Grade 4; Kindergarten; Second Language Learning; Native Language; Nonverbal Ability; Bilingualism; Hong Kong; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? China; Chinesen; English language; Englisch; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Worterkennung; Reading skill; Lesefertigkeit; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Training; Transfer; Ausbildung; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Zweitsprachenerwerb; Bilingualismus; Hongkong
Abstract	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 2--4 ("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. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10