Author : Miu-Ying Li
Publisher : Open Dissertation Press
ISBN 13 : 9781361478974
Total Pages : pages
Book Rating : 4.4/5 (789 download)
Book Synopsis The Role of Phonological Awareness in Native and Second Language Reading Development by : Miu-Ying Li
Download or read book The Role of Phonological Awareness in Native and Second Language Reading Development written by Miu-Ying Li and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness in Native and Second Language Reading Development" by Miu-ying, Li, 李妙英, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of dissertation entitled "The Role of Phonological Awareness in Native and Second Language Reading Development" Submitted by Li Miu Ying, Miriam for the degree of Master of Arts at The University of Hong Kong in June 2006 In recent years, there has been a great deal of work devoted to the study of component skills that are necessary to sustain a success in reading English and Chinese. Phonological awareness is found to be a critical component of reading development. This study examined the role of phonological awareness in second language reading st th development. The subjects were 20 1 and 4 graders in Hong Kong, whose native spoken language is Cantonese. Children's performance on both English and Chinese reading ability and phonological awareness were examined. Results of hierarchical regression analyses and Pearson correlations showed that (a) phonological awareness at onset-rime level predicts English reading success at lower grade; (b) phonological awareness at phoneme level predicts English reading success at higher grade; (c) onset-rime and phonemic awareness both predict Chinese reading in grade 1; (d) phonemic awareness better predicts Chinese reading than onset-rime awareness in grade 4. The results support the notion that individual differences in alphabetic reading ability are accounted for by variances in phonological processing abilities, and that awareness of larger sound units (onset-rime) plays a more important role in earlier stage and awareness of smaller sound units (phoneme) in later stage. In contrast, the current study reported that onset-rime awareness does not play a more significant role in Chinese reading than phonemic awareness, which is inconsistent with that reported in Siok and Fletcher's (2001) study. This finding was taken to suggest that there is cross language transfer of metalinguistic skills in Hong Kong Chinese-English bilingual children. DOI: 10.5353/th_b3686349 Subjects: Reading (Elementary) - China - Hong Kong English language - Phonology Language awareness Second language acquisition School children - China - Hong Kong - Language