英漢雙語學童聲韻覺識及詞素覺識與英漢認字能力之相關研究

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(3) Abstract The present study investigated the contributions of phonological and morphological awareness to predicting word reading within and across languages among first-grade and fifth-grade Chinese-English bilinguals. Phonological awareness was measured by deletion tests in both Chinese and English. Morphological awareness of English was measured by compound construction and derivational morphology; morphological awareness of Chinese was measured by homophone sensitivity and compound construction. The results showed that within predictors of each language, Chinese phonological awareness was associated with Chinese character reading, but its significance disappeared after controlling for morphological awareness of Chinese. However, morphological awareness of Chinese made a significant unique contribution to Chinese character reading after taking phonological awareness of Chinese into account. Similar patterns of results were obtained in predicting English word reading, where morphological awareness of English, rather than phonological awareness, was the unique predictor of English word reading. Across the languages, awareness of English derivational morphology predicted unique variance in Chinese character reading over and above phonological and morphological awareness of Chinese. These results suggest additionally involving awareness of English derivational morphology can better predict Chinese character reading than involving Chinese measures alone. Thus, it is suggested that English morphological awareness be included in the placement test battery for assessing Chinese literacy among Chinese-English bilinguals. Keywords: morphological awareness, phonological awareness, reading Chinese, reading English, bilingual education, meta-linguistic awareness.

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