General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: a comparison between Chinese-English and Korean-English bilingual children
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In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading skill for Chinese children after controlling for Chinese tone and English phoneme deletion skill. English phonemic processing, on the other hand, explained a significant amount of unique variance in English reading for Korean children after controlling for general auditory and Chinese tone skill. These findings suggest that Chinese children relied more on general auditory processing in reading English, whereas Korean children relied more on phonemic skill in reading English. These findings are discussed in terms of the impact of cross-language differences in bilingual reading acquisition.
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- General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: a comparison between Chinese-English and Korean-English bilingual children
Reading and Writing
Volume 21, Issue 6 , pp 627-644
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Auditory processing
- Chinese tone processing
- Chinese-English bilingual children
- English phoneme deletion
- English reading skill
- Korean-English bilingual children
- Author Affiliations
- 1. Department of Human Development, University of Maryland, 3304P Benjamin Building, College Park, MD, 20742, USA
- 2. Faculty of Education, University of Cambridge, Cambridge, CB2 8PQ, UK