Reading Comprehension Difficulties in Chinese–English Bilingual Children

Dyslexia - Tập 24 Số 1 - Trang 59-83 - 2018
Xiuhong Tong1, Catherine McBride2, Hua Shu3, Connie Suk‐Han Ho4
1Institute of Psychological Sciences, Zhejiang Key Laboratory for Research in Assessment of Cognitive Impairments, and Center for Cognition and Brain Disorders, Hangzhou Normal University, Hangzhou, China
2Department of Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong
3National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
4Department of Psychology, The University of Hong Kong, Hong Kong

Tóm tắt

The co‐occurrence of reading comprehension difficulties for first language (L1) Chinese and second language (L2) English and associated longitudinal cognitive–linguistic correlates in each language were investigated. Sixteen poor comprehenders in English and 16 poor comprehenders in Chinese, 18 poor readers in both, and 18 children with normal performance in both were identified at age 10. The prevalence rate for being poor in both was 52.94%, suggesting that approximately half of children who are at risk for Chinese reading comprehension difficulty are also at risk for English reading comprehension difficulty. Chinese word reading, phonological, and morphological awareness were longitudinal correlates of poor comprehension in Chinese. English word reading and vocabulary were longitudinal correlates of poor comprehension in English. Chinese phonological awareness was an additional correlate of poor comprehension in English. Moreover, poor comprehenders in both Chinese and English showed slower rapid automatized naming scores than the other groups. Findings highlight some factors that might be critical for reading comprehension in L1 Chinese and L2 English; fluency is likely to be a critical part of reading comprehension across languages. Copyright © 2017 John Wiley & Sons, Ltd.

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Dyslexia

Tập 24 Số 1

59-83

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