Double dissociations in reading comprehension difficulties among Chinese-English bilinguals and their association with tone awareness

Tsun Man William CHOI, Xiuli TONG, S. Hélène DEACON

Research output: Contribution to journalArticles

9 Citations (Scopus)

Abstract

Poor comprehenders have reading comprehension difficulties but normal word recognition ability. Here, we report the first study, which investigated (i) the dissociation and (ii) the prevalence of L1–L2 reading comprehension difficulties, and (iii) the levels of key metalinguistic skills in poor comprehenders among Chinese‐English bilingual children. From a sample of 124 Chinese–English second graders, we identified 18 poor comprehenders (six Chinese, six English, and six in both Chinese and English). We matched these with six average comprehenders of comparable age and word reading abilities. Multivariate analysis of covariance and univariate F tests revealed that poor Chinese comprehenders and poor English comprehenders had significantly lower levels of Chinese lexical tone awareness than average readers even after controlling for nonverbal intelligence. No significant differences emerged on scores for segmental phonological awareness and vocabulary knowledge, either in Chinese and English or on English lexical stress sensitivity. These findings were discussed in relation to the universal view of reading, cross language prosodic transfer and the simple view of reading. Copyright © 2016 UKLA.
Original languageEnglish
Pages (from-to)184-198
JournalJournal of Research in Reading
Volume40
Issue number2
Early online dateJun 2016
DOIs
Publication statusPublished - May 2017

Citation

Choi, W., Tong, X., & Deacon, S. H. (2017). Double dissociations in reading comprehension difficulties among Chinese-English bilinguals and their association with tone awareness. Journal of Research in Reading, 40(2), 184-198. doi: 10.1111/1467-9817.12077

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