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.
關聯:
Electronic Journal of Foreign Language Teaching, Vol. 2, No. 1, p.4-15
如有問題歡迎與系統管理員聯繫 
