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|Title:||PHONOLOGICAL SKILLS AND THEIR RELATIONS TO THE DEVELOPMENT OF READING AND VOCABULARY IN SINGAPORE CHINESE-ENGLISH/ENGLISH-CHINESE BILINGUAL CHILDREN||Authors:||SHARON CHONG SZE KAH||Issue Date:||1996||Citation:||SHARON CHONG SZE KAH (1996). PHONOLOGICAL SKILLS AND THEIR RELATIONS TO THE DEVELOPMENT OF READING AND VOCABULARY IN SINGAPORE CHINESE-ENGLISH/ENGLISH-CHINESE BILINGUAL CHILDREN. ScholarBank@NUS Repository.||Abstract:||This study examined the contribution of two phonological processing abilities to the development of reading and vocabulary in children who come from predominantly English speaking backgrounds, and those who come from Chinese-speaking backgrounds. It was found that phonological awareness and phonological memory were differentially involved depending on the language background of the child and the stage of language development they were at. Vocabulary acquisition for both groups of children appeared to follow the same pattern of development as monolingual English-speaking children. However, the factors influencing the development of reading differed in the two groups of children. Two models of language development are proposed, and the implications for pedagogical interventions are discussed.||URI:||https://scholarbank.nus.edu.sg/handle/10635/153261|
|Appears in Collections:||Bachelor's Theses|
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