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A Study On The Relationship Between Chinese Children 's Speech Processing Skills And Early English Reading

Posted on:2015-09-19Degree:MasterType:Thesis
Country:ChinaCandidate:F QinFull Text:PDF
GTID:2175330434951477Subject:Pre-primary Education
Abstract/Summary:PDF Full Text Request
Reading is a vital basic skill in language learning, which is one of the basic methods people acquire knowledge and information. Since1980s, the relationship between phonological processing and reading has been becoming a hot issue to the researchers at home and abroad. Many researchers believe that phonological processing is important to language acquisition, and phonological processing skill deficits are the main causes to reading disability. Some researchers believe that phonological awareness which is a significant component of phonological processing is a strong predictor of reading acquisition. Some researchers believe that phonological working memory has distinctive predictive effect to reading acquisition. The other researchers believe that phonological naming speed predicts reading acquisition independently. However, these researches were conducted with the objects whose mother languages are alphabetic writing which is totally different from Chinese that is ideographic writing. Researchers achieved different conclusions in the researches with the Chinese-speaking objects about the effect that the phonological processing skills has on reading acquisition. Some researchers believe that phonological awareness neither promote nor predict the development of reading acquisition. Some researchers believe that phonological awareness has the same effect on reading acquisition as in alphabetic writing. In the researches with Chinese-speaking children, researchers discovered that phonological working memory had crucial effect on reading acquisition. They did the research with the objects with reading difficulties and found that the children with Chinese reading difficulties had phonological working memory deficits. As to the relationship between phonological naming speed and reading acquisition, the researchers have various opinions. Some regard phonological naming speed as a strong predictor to Chinese reading acquisition, but some hold the opinion that phonological working memory has a little effect on reading. In order to discover the relationship among phonological processing skills in Chinese and English and emergent literacy, and to find traditional English teaching and English immersion teaching, which one benefits more to emergent literacy, this paper designs three researches.Research one:examine124pre-school children the characteristics of the Chinese phonological processing skills and English phonological processing skills by Chinese Phonological Processing Skills Test and English Phonological Processing Skills Test, and study the relationship between both of them. The results show that both Chinese phonological processing skills and English phonological processing skills has begun to develop, and diverse with age. In addition, Chinese processing skills and English phonological processing skills of Chinese-speaking pre-school children develop with the same step, which means that the correlation index to Chinese phonological awareness with English phonological awareness is highest among with English phonological working memory and with English phonological rapid naming, and that the correlation index to Chinese phonological working memory with English phonological working memory is highest among with English phonological awareness and with English phonological rapid naming, and that the correlation index to Chinese phonological rapid naming with English phonological rapid naming is highest among with English phonological awareness and with English phonological working memory.Research two:examine the124pre-school children the development of English emergent literacy with English Reading Comprehension Test, and explore how Chinese phonological processing skills and English phonological processing skills affect English emergent literacy distinctively, and how the two together affect English emergent literacy. The results show the components of Chinese phonological processing skills and English phonological processing skills to some extent affect English emergent literacy for Chinese-speaking pre-school children, and Chinese phonological awareness and English phonological awareness have stronger effect on emergent literacy compared with others.Research three:examine63Chinese-speaking pre-school children in traditional English teaching and61Chinese-speaking pre-school children in English Immersion teaching Chinese phonological skills, English phonological skills and English emergent literacy to explore in which teaching Chinese-speaking pre-school children can benefit more to English study. The results show traditional English teaching is better to cultivate children’s Chinese phonological processing skills, English phonological processing skills and English emergent literacy.
Keywords/Search Tags:phonological processing, English reading, traditional English teaching, English immersion
PDF Full Text Request
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