The Roles of English and Chinese Phonological Awareness in EnglishWord Reading among Mandarin-Speaking Children

Abstract

Abstract: The paper,by employing 81 children between grade 1 to 3 in the primary school as subject and using English phonological awareness,Chinese phonological awareness,English word reading,Raven’s Progressive Matrices and Working memory as controlling variance,examined the roles of English and Chinese phonological awareness in English word reading among Mandarin-speaking Children. The results indicated that: 1) There were significant correlations between different components of English and Chinese Phonological awareness with English word reading. 2)After controlling for nonverbal intelligence and working memory,the phonemic awareness of English and Chinese account for unique variances for English word reading.

摘要： 对小学一到三年级81名汉语儿童进行英语、汉语语音意识以及英语单词认读的测试，同时纳入瑞文推理和工作记忆测试作为控制变量，考察英、汉语音意识的不同成分在英语单词认读中的作用。研究结果表明:(1)汉语儿童的英语、汉语语音意识的各个水平与单词认读相关均显著，但不同水平的语音意识对单词认读的影响作用不同。(2)在控制了非言语智力因素和工作记忆的条件下，只有英语、汉语的音位意识对汉语儿童的单词认读具有较强的预测作用。

关键词: 语音意识, 英语单词认读, 汉语儿童

CLC Number:

B842.5

Wen Li. The Roles of English and Chinese Phonological Awareness in EnglishWord Reading among Mandarin-Speaking Children[J]. Studies of Psychology and Behavior, 2014, 12(2): 193-198.

闻莉. 汉语儿童英语和汉语语音意识对英语单词认读的作用[J]. 心理与行为研究, 2014, 12(2): 193-198.

References

李蓓蕾,陶沙,董奇. (2011). 英语语音意识在汉语儿童英语单词阅读及拼写中的作用. 心理发展与教育,(4),388-393.
刘莹,董燕萍. (2006). 汉语儿童英汉语语音意识和单词认读能力的关系. 心理科学,29(4),960-962.
陶沙,冯艳皎,李伟. (2007). 语音意识的不同成分在汉语儿童英语阅读学习中的作用. 心理发展与教育,(2),82-92.
Bradley,L.,& Bryant,P. E. (1983). Categorizing sounds and learning to read-a causal connection. Nature,301,419-421.
Bryant,P. E.,Maclean,M.,Bradley,L.,et al. (1990). Rhyme and alliteration,phoneme detection and learning to read. Developmental Psychology,26(3),429-438.
Chafouleas,S. M.,& Martens,B. K. (2002). Accuracy-based phonological awareness tasks: Are they reliable,efficient,and sensitive to Growth? School psychology quarterly,17(2),128-147.
Chiappe,P.,Hasher, L.,& Siegel,L. S.(2000).Working memory,inhibitory control and reading disability. Memory and Cognition,28,8-17.
Chow,B. W.,McBride-Chang,C.,& Burgess,S. (2005). Phonological Processing Skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology,97(1),81-87.
Comeau,L.,Cormier,P.,Grandmaison,E.,et al.(1999).A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology,91(1),29-43.
Dafontoura,H. A.,& Siegel,L. S. (1995). Reading,syntactic,and working memory skills of bilingual Portuguese-English Canadian children. Reading and Writing,7,139-153.
Durgunoglu,A. Y.,Nagy,W. E.,& Hancin-Bhatt,B. J. (1993). Cross-Language transfer of phonological awareness. Journal of Educational Psychology,5(3),453-465.
Fox,B.,& Routh,D. K. (1975). Analyzing spoken language into words,syllables,and phonemes: A developmental study. Journal of Psycholinguistic Research,4,331-342.
Goswami,U.,& Bryant,P. (1990). Phonological skills and learning to read. United Kingdom: Erlbaum.
Gottardo,A.,Yan,B.,Siegal,L. S.,et al. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross language transfer of phonological processing. Journal of Educational Psychology,93(3),530-542.
Hulme,C.,Hatcher,P. J.,Nation,K.,et al. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology,82,2-28.
Jackson,N. E.,Chen,H.,Goldsberry,L.,et al. (1999). Effects of variations in orthographic information on Asian and American readers’ English text reading. Reading and Writing: An Interdisciplinary Journal,11,345-379.
Morais,J.,Alegria,J.,& Content,A. (1987). The relation between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive,7,415-438.
Perfetti,C.A.(1985).Reading ability. New York: Oxford University Press.
Perfetti,C.,& Hogaboam,T. (1975). The relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology,67,461-469.
Shu,H.,Anderson,R. C.,& Wu,N. (2000). Phonetic awareness: Knowledge of orthography phonology relationships in the character acquisition of Chinese children. Journal of Education Psychology,92,56-62.
Siegel,L. S. (1994). Working memory and reading: A life-span perspective. International Journal of Behavioral Development,17,109-124.
Stage, S. A. & Wagner, R. K. (1992). Development of young children’s phonological and orthographic knowledge as revealed by their spellings. Developmental Psychology, 28(2), 287-296.
Tunmer,W. E.,& Nesdale,A. R. (1985). Phonemic segmention skill and beginning reading. Journal of Eduacational Psychology,77,417-427.
Wagner,R. K.,Torgesen,J. K.,Rashotte,C. A.,et al. (1997). Changing relations between phonological processing abilities and word level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology,33(3),468-479.
Wang,M.,Perfetti,C. A.,& Liu,Y. (2005). Chinese-English biliteracy acquisition: Cross language and writing system transfer. Cognition,97(1),67-88.
Yopp,H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly,3,159-177.

[1]	KANG Tinghu, WANG Nizhuan, GAO Wuping. The Influence of Protagonist Shifting on the Updating of the Situation Model in Narrative Reading [J]. Studies of Psychology and Behavior, 2020, 18(1): 1-7.
[2]	NI Yakun, ZHAO Junzhe, LI Qiaoling, GUO Tengfei, WANG Minghui. An ERP Study on Intertemporal Choice Differences Between High and Low Procrastinators [J]. Studies of Psychology and Behavior, 2019, 17(6): 831-839.
[3]	WANG Ting, WANG Dan, ZHANG Jijia. Dissociation of Implicit and Explicit Systems of Theory of Mind: Evidence from Mandarin-English Bilinguals and Cantonese-Mandarin Diglossias [J]. Studies of Psychology and Behavior, 2019, 17(4): 442-451.
[4]	LIU Zhifang, CHEN Chaoyang, TONG Wen, SU Heng. Character order encoding influence on word identification in Chinese reading: Evidence from eye movements [J]. Studies of Psychology and Behavior, 2019, 17(3): 304-310.
[5]	CHEN Baoguo, ZHANG Yuanyue, MA Tengfei. The Effect of Word Exposure Frequency and Proficiency on Second Language Vocabulary Acquisition in High Constraint Sentence Context [J]. Studies of Psychology and Behavior, 2019, 17(2): 153-159.
[6]	SUN Erhong, ZHANG Qirui, ZHANG Jijia. Impact of Calligraphy Style and Color on Comprehension of Importance in Chinese Idiom [J]. Studies of Psychology and Behavior, 2019, 17(2): 160-169.
[7]	HAO Haiping, FAN Ning. The Effect of Response Mode on the Space-Time Congruency Effect [J]. Studies of Psychology and Behavior, 2019, 17(2): 178-184.
[8]	PAN Ying, DENG Xiaoping, LIN Zhengjun, LIU Yan. A Meta-analysis of the Relationship between Chinese Students' English Phonological Awareness and Reading Achievements [J]. Studies of Psychology and Behavior, 2019, 17(2): 229-239.
[9]	ZHAO Shuai, LU Shiyi, CHEN Jing, LU Zhixuan, KUANG Liuxing, DENG Yujun, FU Chen. L1 Korean L2 Chinese Learners' Processing of V+N1+de+N2: An Eye Movement Research [J]. Studies of Psychology and Behavior, 2019, 17(1): 15-23.
[10]	YU Miao, DING Tongfei. The Effect of Tone Duration on Chinese Word Recognition [J]. Studies of Psychology and Behavior, 2019, 17(1): 24-30.
[11]	ZHAO Bingjie, WANG Yongsheng, CHEN Mingjing, LI Xin, YAN Guoli, BAI Xuejun. The Processing of Morpheme and Lexical of two-character Affects the Selection of Saccade Target During Chinese Reading [J]. Studies of Psychology and Behavior, 2018, 16(6): 721-734.
[12]	ZHAO Liming, LIAN Yuan, LI Weijun. Development of Lexical Planning Scope in Speech Production: Evidence from Primary, Middle School and Undergraduate Students [J]. Studies of Psychology and Behavior, 2018, 16(6): 735-743.
[13]	JI Yuzhu, ZHANG Yiwei, BI Hongyan. The Visual Magnocellular-dorsal Pathway Function in Chinese Children with Developmental Dyslexia [J]. Studies of Psychology and Behavior, 2018, 16(5): 577-582.
[14]	ZHANG Manli, MENG Xiangzhi, ZHENG Xiaobei. The Temporal Processing Deficit in Chinese Children with Developmental Dyslexia: Evidence from Perceptual Learning Studies [J]. Studies of Psychology and Behavior, 2018, 16(5): 583-593,623.
[15]	BAI Xuejun, ZHANG Mingzhe, MENG Hongxia, TAN Ke, WANG Wen. The Effects of Word Segmentation on Chinese Developmental Dyslexia: A comparison in Oral and Silent Sentence Reading [J]. Studies of Psychology and Behavior, 2018, 16(5): 594-602.