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ERIC Number: EJ976670
Record Type: Journal
Publication Date: 2012
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0270-2711
Cognitive Predictors of English Reading Achievement in Chinese English-Immersion Students
Li, Miao; Kirby, John R.; Cheng, Liying; Wade-Woolley, Lesly; Qiang, Haiyan
Reading Psychology, v33 n5 p423-447 2012
This study investigated the effects of English and Chinese phonological awareness (PA) and naming speed (NS) on English reading achievement and the evidence for cross-linguistic transfer in Chinese English-immersion students. English PA was a significant predictor of English reading achievement for immersion students in Grades 2 and 4. There was little evidence of cross-linguistic transfer from Chinese PA and NS to English reading achievement. English immersion students performed equal to non-immersion students on NS and mathematics in both grades, and in Chinese PA in Grade 4. Results are discussed in terms of theories of reading development in second language. (Contains 1 figure, 2 tables, and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China