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|Other Titles:||Predictors of Chinese-English Biliteracy: Phonological and Morphological Awareness in Two Languages|
Fred Jyun-Gwang Chen
Department of Educational Psychology, NTNU
The present study investigated the contributions of phonological and morphological awareness to predicting word reading within and across languages Participants were 61 first-grade and fifth-grade Chinese-English bilinguals, who had lived and studied in English-speaking areas for at least 3 years before they studied in Taiwan. Phonological awareness was measured by deletion tests in both Chinese and English. Morphological awareness of English was measured by compound construction and derivational morphology; morphological awareness of Chinese was measured by homophone sensitivity and compound construction. The results showed that among predictors of each language, Chinese phonological awareness was associated with Chinese character reading, but its significance disappeared after controlling for morphological awareness of Chinese. However, morphological awareness of Chinese made a significant unique contribution to Chinese character reading after taking phonological awareness of Chinese into account. Similar patterns of results were obtained in predicting English word reading, where morphological awareness of English, rather than phonological awareness, was the unique predictor of English word reading. Across languages, awareness of English derivational morphology predicted unique variance in Chinese character reading over and above phonological and morphological awareness of Chinese. These results suggested additionally involving awareness of English derivational morphology can better predict Chinese character reading than involving Chinese measures alone.
|Appears in Collections:||教育心理學報|
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