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The Relationship Among English Phonological Awareness, Reading Ability and Vocabulary Size of Chinese High School Students With Learning Difficulties

  • Modern English Education
  • Abbr : MEESO
  • 2017, 18(3), pp.24-45
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Published : August 31, 2017

ZHANG YINJUN 1 Sang-Do Lee 1

1부산대학교

Accredited

ABSTRACT

This study focuses on the relationship among English phonological awareness, reading ability and vocabulary size of Chinese high school students with learning difficulties, trying to investigate how reading and vocabulary interrelate and influence learners’ phonological awareness. In this study, phonological awareness tests, reading tasks and vocabulary size tests were conducted. Thirty-six students with learning difficulties (group one) were assessed. Meanwhile, another 43 students (group two) took part in phonological awareness and vocabulary size tests. Test results were analyzed based on the Psycholinguistic Grain Size Theory and we found that group two had many advantages over group one. The Pearson correlation analysis showed that word reading and vocabulary size interrelated with phonological awareness, but the multiple regression analysis further revealed that only word reading accounted for significant variance in phonological awareness. These results indicate the necessity of having further studies and examining the role of phonological awareness and reading in English learning. This study tries to provide some new ideas to help high school students with learning difficulties change learning strategies and improve their English study.

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