The pathway to English word reading in Chinese ESL children: the role of spelling

被引：0
作者：
Dan Lin
Yingyi Liu
Huilin Sun
Richard Kwok Shing Wong
Susanna Siu-sze Yeung
机构：
[1] The Education University of Hong Kong,Department of Psychological Studies
[2] The Education University of Hong Kong,Department of Early Childhood Education
[3] The Education University of Hong Kong,Centre for Brain and Education
来源：
Reading and Writing | 2017年 / 30卷
关键词：
Spelling; English word reading; Phonological awareness; Letter; Vocabulary; ESL;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
The present longitudinal study investigated the role of spelling as a bridge between various reading-related predictors and English word reading in Chinese children learning English as a Second Language (ESL). One hundred and forty-one 5-year-old kindergarten children from Hong Kong, whose first language (L1) was Cantonese and second language (L2) was English, were administered tests of phonological awareness, letter knowledge, English vocabulary, spelling and English word reading at three time points (T1, T2 and T3) at 3-month intervals over a 6-month period. Nonverbal IQ was included as a control variable. The results showed that phonological awareness, letter knowledge and English vocabulary at T1 all predicted English word reading (T3) through spelling (T2). Further mediation analyses showed that, for phonological awareness and English vocabulary, full mediation effects were found. For letter knowledge, a partial mediation effect was observed. These results suggest that, in Chinese ESL kindergarteners, reading-related predictors foster word reading via spelling, a process that intersects phonology, orthography and semantics. Practical implications of these findings were also discussed.
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页码：87 / 103
页数：16
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