Author： Li Miao Kirby John R. Cheng Liying Wade-woolley Lesly Qiang Haiyan
Publisher： Routledge Ltd
ISSN： 1521-0685
Source： Reading Psychology, Vol.33, Iss.5, 2012-09, pp. : 423-447
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Abstract
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.
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