Chinese-English Biscriptal Reading: Cognitive Component Skills across Orthographies

Autor/inn/en	Tong, Xiuli; McBride-Chang, Catherine
Titel	Chinese-English Biscriptal Reading: Cognitive Component Skills across Orthographies
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 23 (2010) 3-4, S.293-310 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-009-9211-9
Schlagwörter	Chinese; English (Second Language); Written Language; Reading Skills; Bilingualism; Phonological Awareness; Morphology (Languages); Grade 2; Grade 5; Elementary School Students; Age Differences; Word Recognition; Sight Method; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Geschriebene Sprache; Reading skill; Lesefertigkeit; Bilingualismus; Morphology; Morphologie; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Age; Difference; Age difference; Altersunterschied; Worterkennung; Look-and-say method; Ganzheitsmethode; Ausland; Hongkong
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10