Second Language Learning Difficulties in Chinese Children with Dyslexia: What Are the Reading-Related Cognitive Skills that Contribute to English and Chinese Word Reading?

Autor/inn/en	Chung, Kevin Kien Hoa; Ho, Connie Suk-Han
Titel	Second Language Learning Difficulties in Chinese Children with Dyslexia: What Are the Reading-Related Cognitive Skills that Contribute to English and Chinese Word Reading?
Quelle	In: Journal of Learning Disabilities, 43 (2010) 3, S.195-211 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409345018
Schlagwörter	Reading Difficulties; Learning Problems; Age; Dyslexia; Phonological Awareness; Second Language Learning; Reading Ability; Mandarin Chinese; Bilingualism; English (Second Language); Control Groups; Cognitive Ability; Morphology (Languages); Transfer of Training; Measures (Individuals); Psycholinguistics; Linguistic Theory; Foreign Countries; Elementary School Students; Hong Kong + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Lernproblem; Alter; Lebensalter; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Zweitsprachenerwerb; Reading competence; Lesekompetenz; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Denkfähigkeit; Morphology; Morphologie; Training; Transfer; Ausbildung; Messdaten; Psycholinguistik; Linguistische Theorie; Ausland; Hongkong
Abstract	This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children--28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls--participated and were administered measures of word reading, rapid naming, visual-orthographic skills, and phonological and morphological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in phonological awareness in English but not in Chinese. In addition, reading-related cognitive skills in Chinese contributed significantly to the ability to read English words, suggesting cross-linguistic transfer from L1 to L2. Results found evidence for different phonological units of awareness related to the characteristics of the different languages being learned, supporting the psycholinguistic grain size and linguistic coding differences hypotheses. (Contains 6 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10