How much you learn from shared reading may depend on how sensitive you are to the sound structure

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Title:	How much you learn from shared reading may depend on how sensitive you are to the sound structure
Authors:	Hu, Chieh-Fang 胡潔芳
Contributors:	臺北市立教育大學英語教學系
Date:	2005
Issue Date:	2009-07-07 11:18:12 (UTC+8)
Abstract:	Shared reading has been promoted as one of the most effective techniques for developing early literacy skills. Yet relatively little is known about the cognitive factors underlying its processes. This study examined the effect of L1 phonological awareness on the individual differences in benefiting from shared reading of English. Sixth-grade Chinese EFL learners were administered a finger-point reading task, which assessed the synchronization of voice and print in shared reading. Children with poorer L1 phonological awareness were less able to map a spoken English word onto its corresponding print than children with better phonological awareness. They also recognized fewer words in the text in a word finding task subsequently administered. These differences could be attributed neither to the differences in the children’s prior knowledge of the text materials, nor to the differences in general English vocabulary knowledge, verbal short-term memory, speed in letter naming, or the one-to-one tagging concept. Finally, the two groups of children did not show differences in a written arithmetic task, indicating that the effect of phonological awareness was specific to the reading task.
Relation:	Electronic Journal of Foreign Language Teaching, Vol. 2, No. 1, p.4-15
Appears in Collections:	[Department of English Instruction] Periodical Articles

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