Swanson H Lee, Rosston Kelly, Gerber Michael, Solari Emily
University of California, Riverside, CA, USA.
J Sch Psychol. 2008 Aug;46(4):413-29. doi: 10.1016/j.jsp.2007.07.002. Epub 2007 Aug 8.
The purpose of this study was to assess the roles of oral language and phonological awareness on reading performance in grade 3 bilingual students. Several hierarchical models assessed the best predictors of third grade English and Spanish word attack, word identification and reading comprehension. Predictor variables were measures of phonological awareness, expressive vocabulary, receptive vocabulary, and syntax in both English and Spanish. The results showed that within language contributions of expressive vocabulary and syntax best predicted literacy when compared to phonological awareness measures.
本研究的目的是评估口语和语音意识对三年级双语学生阅读表现的作用。几个层次模型评估了三年级英语和西班牙语单词攻击、单词识别和阅读理解的最佳预测因素。预测变量是英语和西班牙语中语音意识、表达性词汇、接受性词汇和句法的测量指标。结果表明，与语音意识测量指标相比，表达性词汇和句法在语言内部的贡献对读写能力的预测效果最佳。
