Psychological Development and Education ›› 2007, Vol. 23 ›› Issue (2): 82-92.

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The Roles of Different Components of Phonological Awareness in English Reading among Mandarin-speaking Children

TAO Sha, FENG Yan-jiao, LI Wei   

  1. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875
  • Online:2007-04-15 Published:2007-04-15

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Abstract: This study examined the roles of different components of phonological awareness and the moderating effect of reading levels in learning to read in English among Mandarin-speaking children in primary school. Seventy-four third and fifth graders in Study 1 finished detection and deletion tasks of phonological awareness in both Chinese and English, an English word identification task and an English work attack task. Eighty-three poor English readers and 73 average readers in Study 2 completed a deletion task of English phonological awareness as well as English word reading tasks. Results indicated that English onset-rime awareness accounted for significant part of variances of English reading even after controlling for age, nonverbal IQ and other components of phonological awareness. While Chinese onset-rime awareness accounted for unique variances for word recognition and tone awareness did for nonword decoding, their effects on English reading were mediated by English onset-rime awareness. Moreover, children's reading levels moderated the relation between phonological awareness and English reading. English onset-rime awareness was the only significant predictor for non-impaired readers, whereas English syllable awareness was the only significant predictor for poor readers. This study revealed the importance of onset-rime and syllable awareness in learning to read English among Mandarin-speaking children, suggesting that native language experience may have significant effects on learning to read a second language.

Key words: phonological awareness, reading, second language learning, native language effect

CLC Number: 

  • G442
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