Synergetic effects of phonological awareness, vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Contemporary Educational Psychology Pub Date : 2023-04-01 DOI:10.1016/j.cedpsych.2023.102153

Xiuhong Tong , Ming Ming Chiu , Shelley Xiuli Tong Ph.D.

引用次数: 1

Abstract

Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the synergetic effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2.

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语音意识、词汇和单词阅读对双语儿童阅读理解的协同作用:一项为期三年的研究

这项为期三年的纵向研究以227名香港中英双语者为研究对象，以母语中文(L1)和第二语言英文(L2)为研究对象，考察了语音意识、词汇和单词阅读对阅读理解发展的协同作用。结构方程增长模型显示，这三个因素彼此之间以及对每种语言的初始阅读理解都有显著的联系。在不同语言中，母语汉语词汇与初始二语英语阅读理解直接相关，而母语汉语语音意识通过二语英语词汇和单词阅读间接与初始二语英语阅读理解相关。这些发现强调了早期语音和词汇技能在决定母语和二语早期阅读理解能力方面的协同作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.