Double dissociations in reading comprehension difficulties among Chinese–English bilinguals and their association with tone awareness

Journal of Research in Reading - Tập 40 Số 2 - Trang 184-198 - 2017
William Choi1, Xiuli Tong1, S. Hélène Deacon2
1Division of Speech and Hearing Sciences, the University of Hong Kong, Hong Kong
2Department of Psychology and Neuroscience, Dalhousie University, Halifax, NS, Canada

Tóm tắt

Poor comprehenders have reading comprehension difficulties but normal word recognition ability. Here, we report the first study, which investigated (i) the dissociation and (ii) the prevalence of L1–L2 reading comprehension difficulties, and (iii) the levels of key metalinguistic skills in poor comprehenders among Chinese‐English bilingual children. From a sample of 124 Chinese–English second graders, we identified 18 poor comprehenders (six Chinese, six English, and six in both Chinese and English). We matched these with six average comprehenders of comparable age and word reading abilities. Multivariate analysis of covariance and univariateFtests revealed that poor Chinese comprehenders and poor English comprehenders had significantly lower levels of Chinese lexical tone awareness than average readers even after controlling for nonverbal intelligence. No significant differences emerged on scores for segmental phonological awareness and vocabulary knowledge, either in Chinese and English or on English lexical stress sensitivity. These findings were discussed in relation to the universal view of reading, cross language prosodic transfer and the simple view of reading.

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Thông tin xuất bản

Journal of Research in Reading

Tập 40 Số 2

184-198

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