Cognitive Predictors of English Reading Achievement in Chinese English-Immersion Students

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.

Acknowledgments

The authors acknowledge the international opportunities fund from the Social Sciences and Humanities Research Council of Canada. This article was supported by an MOE Project of the National Key Centre for Linguistics and Applied Linguistics of Guangdong University of Foreign Studies, China. We gratefully acknowledge the involvement of the participating children and the collaboration of the teachers and administrators at the three schools in China.

Notes

1. Mandarin: The official national standard spoken language of China.

2. English (Arabic) numerals are commonly used in Chinese schools.