General auditory processing, speech perception and phonological awareness skills in Chinese–English biliteracy

Kevin Kien Hoa CHUNG, Catherine MCBRIDE-CHANG, Him CHEUNG, Wai Lap Simpson WONG

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13 Citations (Scopus)

Abstract

This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese-speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2–4 (N=133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross-language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross-language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts. Copyright © 2011 UKLA.
Original languageEnglish
Pages (from-to)202-222
JournalJournal of Research in Reading
Volume36
Issue number2
Early online dateSep 2011
DOIs
Publication statusPublished - May 2013

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Speech Perception
Reading
Language
language
Learning
learning to read
Hong Kong
speaking
school grade
learning

Bibliographical note

Chung, K. K. H., McBride-Chang, C., Cheung, H., & Wong, S. W. L. (2011). General auditory processing, speech perception and phonological awareness skills in Chinese–English biliteracy. Journal of Research in Reading, 36(2), 202-222. doi: 10.1111/j.1467-9817.2011.01500.x