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| Autor/inn/en | Tong, Xiuhong; Deng, Qinli; Tong, Shelley Xiuli |
|---|---|
| Titel | Syntactic Awareness Matters: Uncovering Reading Comprehension Difficulties in Hong Kong Chinese-English Bilingual Children |
| Quelle | In: Annals of Dyslexia, 72 (2022) 3, S.532-551 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Tong, Xiuhong) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0736-9387 |
| DOI | 10.1007/s11881-022-00268-y |
| Schlagwörter | Foreign Countries; Bilingual Students; Reading Comprehension; Reading Difficulties; Chinese; English (Second Language); Syntax; Word Order; Morphology (Languages); Phonological Awareness; Vocabulary; Nonverbal Ability; Short Term Memory; Grade 4; Elementary School Students; Hong Kong |
| Abstract | This study examined whether syntactic awareness was related to reading comprehension difficulties in either first language (L1) Chinese or second language (L2) English, or both, among Hong Kong Chinese-English bilingual children. Parallel L1 and L2 metalinguistic and reading measures, including syntactic word-order, morphological awareness, phonological awareness, vocabulary, word reading, reading comprehension, and cognitive measures of nonverbal intelligence and working memory, were administered to 224 fourth-graders. Five groups of comprehenders were identified using a regression approach: (1) 12 poor in Chinese-only (PC); (2) 18 poor in English-only (PE); (3) six poor in both Chinese and English (PB); (4) 14 average in both Chinese and English (AB); and (5) seven good in both (GB). The results of multivariate analyses of covariance showed that: (1) the PB group performed worse than the AB and GB groups in both L1 Chinese and L2 English syntactic awareness; (2) the PC and PE groups performed worse than the AB and GB groups in Chinese syntactic awareness; (3) the PE group had lower performance than the PC, AB, and GB groups in English syntactic awareness; and (4) no significant group difference was found in L2 morphological awareness or vocabulary across both languages. By suggesting that weakness in syntactic awareness can serve as a universal indicator for identifying poor comprehenders in either or both L1 Chinese and L2 English among Hong Kong Chinese-English bilingual children, these findings demonstrate the fundamental role of syntactic awareness in bilingual reading comprehension. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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