21 |
Morphological Analysis Training for English Language Learners With Reading Difficulties
|
|
|
|
BASE
|
|
Show details
|
|
22 |
The children's acquisition of shenme in Mandarin Chinese
|
|
Liao, Min. - : Sydney, Australia : Macquarie University, 2014
|
|
BASE
|
|
Show details
|
|
23 |
Design and Evaluation of English Oral Communication Course at Kansai University
|
|
|
|
BASE
|
|
Show details
|
|
24 |
Journey to the syllables’ world : intervention in phonological awareness
|
|
|
|
BASE
|
|
Show details
|
|
25 |
MELODÍAS EN EL PROCESO DE DESARROLLO DE LA CAPACIDAD LECTORA
|
|
|
|
In: Tonos Digital; NÚMERO 25 - JULIO 2013 (2013)
|
|
BASE
|
|
Show details
|
|
26 |
Els usos interpersonals o privats. Balanç i perspectives de futur ; Interpersonal or private language uses in Catalonia. A balance and future prospects
|
|
|
|
In: Treballs de Sociolingüística Catalana; Núm. 22 (2012): Els usos lingüístics a Catalunya: un estat de la qüestió; 59-72 (2013)
|
|
BASE
|
|
Show details
|
|
27 |
Apprendre une langue : les enjeux du « jeu intérieur »
|
|
|
|
In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
|
|
BASE
|
|
Show details
|
|
28 |
Developing phonemic awareness skills and reading readiness in kindergarten children
|
|
|
|
BASE
|
|
Show details
|
|
29 |
The acquisition of differential object marking in L2 Spanish learners
|
|
|
|
BASE
|
|
Show details
|
|
31 |
A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers
|
|
|
|
BASE
|
|
Show details
|
|
32 |
Beyond orality and literacy : reclaiming the sensorium for composition studies
|
|
|
|
BASE
|
|
Show details
|
|
33 |
Raising cultural awareness as part of EFL teaching in Japan
|
|
|
|
BASE
|
|
Show details
|
|
34 |
Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool
|
|
|
|
BASE
|
|
Show details
|
|
35 |
台灣國小學童音韻遷移現象之研究 ; CROSS-LANGUAGE TRANSFER of PHONOLOGICAL AWARENESS in MANDARIN CHINESE-SPEAKING CHILDREN in TAIWAN
|
|
|
|
BASE
|
|
Show details
|
|
36 |
English syllable confusion and imitation in Korean bilingual and monolingual children and adults
|
|
|
|
BASE
|
|
Show details
|
|
37 |
Phonological awareness and explicit instruction in an EFL classroom
|
|
|
|
In: CardinalScholar 1.0 (2009)
|
|
BASE
|
|
Show details
|
|
38 |
Facilitating Word-Learning Abilities in Children with Specific Language Impairment ...
|
|
|
|
BASE
|
|
Show details
|
|
39 |
Biliteracy effects on phonological awareness, oral language proficiency and reading skills in Taiwanese Mandarin-English bilingual children
|
|
|
|
Abstract:
The present study examined the effect of learning to read a heritage language on Taiwanese Mandarin-English bilingual children’s Chinese and English phonological awareness, Chinese and English oral language proficiency, and English reading skills. Participants were 40 Taiwanese Mandarin-English bilingual children and 20 English monolingual children in the U.S. Based on their performance on a Chinese character reading test, the bilingual participants were divided into two groups: the Chinese Beginning Reader and Chinese Nonreader groups. A single child categorized as a Chinese Advanced Reader also participated. Children received phonological awareness tasks, produced oral narrative samples from a wordless picture book, and took standardized English reading subtests. The bilingual participants received measures in both English and Chinese, whereas English monolingual children received only English measures. Additional demographic information was collected from a language background survey filled out by parents. Results of two MANOVAs indicated that the Chinese Beginning Reader group outperformed the Chinese Nonreader and English Monolingual groups on some phonological awareness measures and the English nonword reading test. In an oral narrative production task in English, the English Monolingual group produced a greater total number of words (TNW) and more different words (NDW) than the Chinese Nonreader group. Multiple regression analyses were conducted to determine whether bilingual children’s Chinese character reading ability would still account for a unique amount of variance in certain outcome variables, independent of nonverbal IQ and other potential demographic or performance variables and to clarify the direction of causality for bilingual children’s performance in the three domains. These results suggested that learning to read in a heritage language directly or indirectly enhances bilingual children’s ability in phonological awareness and certain English reading skills. It also appears that greater oral language proficiency in Chinese promotes early reading in the heritage language. Advanced heritage reading may produce even larger gains. Practical implications of learning a heritage language in the U.S. are discussed.
|
|
Keyword:
Mandarin-English bilinguals; Oral language proficiency; Phonological awareness; Reading acquisition
|
|
URL: http://hdl.handle.net/2142/14709
|
|
BASE
|
|
Hide details
|
|
40 |
Facilitating Word-Learning Abilities in Children with Specific Language Impairment
|
|
|
|
BASE
|
|
Show details
|
|
|
|