Psychological Development and Education ›› 2011, Vol. 27 ›› Issue (4): 388-393.

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The Roles of Phonological Awareness in English Word Reading and Spelling among Mandarin-speaking Children

LI Bei-lei1, TAO Sha2, DONG Qi2   

  1. 1. Faculty of Education, Beijing Normal University, Beijing 100875;
    2. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875
  • Online:2011-07-15 Published:2011-07-15

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Abstract: The study examined the roles of phonological awareness in Mandarin-speaking children's English words reading and spelling in primary school.The results from 189 first,second and fifth graders indicated that:1) there were significant differences among three grades on English onset and rime awareness.Significant differences were also found between the students at the fifth grade and those at the other two grades but not between the first and sec ond graders on phoneme awareness.2) Phonological awareness was correlated to reading and spelling significantly in all three grades.3) After controlling for English oral vocabulary,onset awareness predicted first graders'read ing and spelling and second graders'spelling significantly,whereas it was phoneme awareness that predicted fifth graders'reading and spelling significantly.English phonological awareness significantly accounted for more vari ances of reading than spelling in all three grades.The study revealed the importance of English phonological aware ness in children's reading and spelling,particularly in their spelling.Onset awareness plays a more important role in children's early English literacy development,whereas phoneme awareness may be more crucial in their later learning.

Key words: phonological awareness, reading, spelling, English learning, primary school student

CLC Number: 

  • G442
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