Cognitive Predictors of English Reading Achievement in Chinese English-Immersion Students

Autor/inn/en	Li, Miao; Kirby, John R.; Cheng, Liying; Wade-Woolley, Lesly; Qiang, Haiyan
Titel	Cognitive Predictors of English Reading Achievement in Chinese English-Immersion Students
Quelle	In: Reading Psychology, 33 (2012) 5, S.423-447 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2010.528663
Schlagwörter	Reading Achievement; Phonological Awareness; Grade 4; Grade 2; English (Second Language); Second Language Learning; Chinese; Transfer of Training; Immersion Programs; Native Speakers; Predictor Variables; Intonation; Reading Tests; Writing Tests; Language Tests; Regression (Statistics); Metalinguistics; Foreign Countries; China + Suchen Sie Ihr Suchwort? Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 02; 2. Schuljahr; Schuljahr 02; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; China; Chinesen; Training; Transfer; Ausbildung; Immersionsprogramm; Muttersprachler; Prädiktor; Lesetest; Writing test; Schreibtest; Language test; Sprachtest; Regression; Regressionsanalyse; Metalanguage; Metasprache; Ausland
Abstract	This study investigated the effects of English and Chinese phonological awareness (PA) and naming speed (NS) on English reading achievement and the evidence for cross-linguistic transfer in Chinese English-immersion students. English PA was a significant predictor of English reading achievement for immersion students in Grades 2 and 4. There was little evidence of cross-linguistic transfer from Chinese PA and NS to English reading achievement. English immersion students performed equal to non-immersion students on NS and mathematics in both grades, and in Chinese PA in Grade 4. Results are discussed in terms of theories of reading development in second language. (Contains 1 figure, 2 tables, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10