预测英语阅读能力的早期技能:对 5 至 10 岁双语儿童的纵向研究。

IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
David Giguere , Michelle K. Tulloch , Cynthia Core , Erika Hoff
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引用次数: 0

摘要

尽管有大量的研究,但用西班牙语学习的口语技能对西班牙语-英语双语儿童掌握英语阅读技能的贡献尚不清楚。本研究利用 101 名西班牙语-英语双语学习者 5 岁时的口语和识字前技能数据,以及他们 6、7、8、9 和 10 岁时的英语单词阅读(即解码)和阅读理解技能数据,探讨了这一问题。使用英语语言、西班牙语语言和识字前技能作为这些结果的预测因素的独立多层次模型发现,英语语音意识、西班牙语语音意识和印刷知识概念对单词阅读有积极的预测作用。包括所有这些重要预测因素的最终模型发现,只有西班牙语语音意识和印刷概念是重要的预测因素。在不同的模型中,对阅读理解有显著预测作用的是英语词汇、西班牙语语音意识和印刷概念。在最终模型中,只有英语词汇和西班牙语语音意识能预测英语阅读理解能力。这些研究结果证明,语音意识是一种支持跨语言阅读的语言通用技能,这与双语阅读发展的共同基础能力模型是一致的。只有英语词汇能预测英语阅读理解能力的研究结果表明,词汇知识并不是共同基础能力的一部分,而是对阅读能力有特定价值的语言。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Early skills that predict English reading ability: A longitudinal study of bilingual children from 5 to 10 years

Despite substantial research, the contribution of oral language skills acquired in Spanish to Spanish–English bilingual children’s acquisition of English reading skill is unclear. The current study addressed this question with data on the oral language and pre-literacy skills of 101 Spanish–English bilingual learners at 5 years of age and their English word reading (i.e., decoding) and reading comprehension skills at 6, 7, 8, 9, and 10 years. Separate multilevel models using English language, Spanish language, and pre-literacy skills as predictors of these outcomes identified English phonological awareness, Spanish phonological awareness, and concepts of print knowledge as positive predictors of word reading. A final model including all these significant predictors found only Spanish phonological awareness and concept of print to be significant predictors. Significant predictors of reading comprehension in separate models were English vocabulary, Spanish phonological awareness, and concepts about print. In the final model, only English vocabulary and Spanish phonological awareness predicted English reading comprehension. These findings provide evidence that phonological awareness is a language-general skill that supports reading across languages, consistent with the common underlying proficiency model of bilingual reading development. The finding that only English vocabulary predicts English reading comprehension suggests that vocabulary knowledge is not part of a common underlying proficiency but is language specific in its value to reading ability.

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来源期刊
CiteScore
4.50
自引率
7.70%
发文量
190
期刊介绍: The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.
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