| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 102 === The Correlation between Chinese word Recognition, English word Recognition and Chinese phonological awareness, English phonological awareness, spelling and Letter in Taiwanese second graders.
Abstract
The present study examined the contribution of Chinese phonological awareness(CPA), English phonological awareness(EPA), spelling and letter to Chinese word recognition and English word recognition. Thirty children with Chinese word recognition difficulties (poor readers) and 30 normal reading children (normal readers) in grade 2 were examined on measures of Chinese literacy, English literacy,Chinese phonological awareness, English phonological awareness , spelling and letter tasks. The results showed that:
(a) Normal readers performed significantly better than the poor readers in letter, spelling and Chinese/English PA.
(b) The scores of letter, spelling and Chinese/English PA correlated significantly with Chinese/English word recognize.
(c) Children’s performance of letter, spelling, phonological awareness predicted Chinese/English word recognize after age and IQ were controlled.
Keywords：word recognition difficulties, phonological awareness, Language transfer.
|
|---|
