什么可以预测第一语言和第二语言的困难？测试语言与执行功能技能的相关性

IF 1.9 3区教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2022-03-28 DOI:10.1111/ldrp.12275

Kevin Kien Hoa Chung, Xiaomin Li, Chun Bun Lam, Wing Kai Fung, Catrina Liu

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引用次数: 2

摘要

本研究调查了汉语（L1）和英语作为第二语言（L2）中单词阅读困难的共同出现，并测试了语言和执行功能（EF）技能的相关性。将39名中文差读者（PC）、39名英语差读者（PE）和26名两种语言的差读者（PB）与39名作为对照的普通读者（C）进行比较。L1–L2难度的共现率为40%。此外，PC、PE和PB在所有语言和EF技能方面的表现都不如C；PB在L1和L2语音意识、L2形态意识、快速命名和EF方面的表现不如PC、PE和C。研究结果强调了语言和EF技能在一级和二级阅读发展中的作用。

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What Predicts First- and Second-Language Difficulties? Testing Language and Executive Functioning Skills as Correlates

This study examined the co-occurrence of word reading difficulty in Chinese (L1) and English as a second language (L2) and tested language and executive functioning (EF) skills as correlates. Thirty-nine poor readers in Chinese (PC), 39 poor readers in English (PE), and 26 poor readers of both languages (PB) were compared to 39 average readers who served as controls (C). The co-occurrence rate of L1–L2 difficulty was 40%. Moreover, PC, PE, and PB performed less well than C on all language and EF skills; PB performed less well than PC, PE, and C on L1 and L2 phonological awareness, L2 morphological awareness, rapid naming, and EF. Findings highlight the role of language and EF skills in L1 and L2 reading development.

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来源期刊

Learning Disabilities Research & Practice Multiple-

CiteScore

2.60

自引率

11.10%

发文量