Ren zhi yu yan ji neng dui Yilang er tong Bosi yu he Alabo yu du xie neng li de ying xiang

M.Phil.This thesis portfolio consists of two manuscripts that investigate the relations among cognitive-linguistic skills (phonological awareness, rapid letter naming, morphological awareness, and orthographic skills) and reading and writing and vocabulary knowledge across Iranian second grade students. The studies had three main purposes. First, I examined the contributions of phonological awareness, rapid letter naming, morphological awareness, and orthographic skills to reading and dictation in Persian after controlling verbal and nonverbal IQ (Study 1). Second, I looked at the unique transferability of young children’s skills in Persian (L1) to reading Arabic (L2). Third, I sought to identify the unique contributions of phonological awareness, rapid letter naming, morphological awareness, and orthographic skills to vocabulary knowledge in Persian and Arabic (Study 2).In study 1, we tested 79 second grade students in Iran on measures of rapid letter naming, phonological awareness, morphological awareness, orthographic skills, vocabulary knowledge, nonverbal reasoning, word reading, and word dictation. The hierarchical regression model showed that rapid letter naming and phonological awareness were uniquely associated with word reading in Persian beyond verbal and nonverbal reasoning. In addition, rapid letter naming, phonological awareness, and morphological awareness uniquely predicted word dictation in Persian after statistically controlling the effects of verbal and nonverbal reasoning.In study 2, in order to identify the transferability of cognitive-linguistic skills in Persian to word reading in Arabic, we examined 79 Iranian second grade students. To this end, we assessed students’ Persian skills in rapid letter naming, phonological awareness, morphological awareness, orthographic skills, vocabulary knowledge, and IQ and word reading in Arabic. For the second part of the study, we assessed vocabulary knowledge in Arabic. The regression results showed that phonological awareness was uniquely associated with word reading in Arabic after statistically controlling the effects of cognitive ability and vocabulary. In addition, we found that morphological awareness was significantly associated with vocabulary knowledge in Persian and Arabic.This portfolio emphasizes the importance of phonological awareness in Persian and Arabic word reading as well as Persian dictation. Further, these findings have important practical implications for extending previous findings in the field of early literacy to the first and second language.本论文包括两篇有关伊朗二年级学生认知-语言技能(语音意识、快速字母命名、语素意识和正字法技能)与阅读、写作和词汇之间关系的研究。该研究有三个主要目的。首先，在控制了语言和非语言智力之后，我研究了语音意识、快速字母命名、语素意识和正字法技能对波斯语阅读和听写的贡献(研究1)。其次，我研究了幼儿从波斯语(L1)到阿拉伯语(L2)阅读技能的独特转换能力。第三，我试图找出语音意识、快速字母命名、语素意识和正字法技巧对波斯语和阿拉伯语词汇知识的独特影响(研究2)。在研究1中，我们对伊朗79名二年级学生进行了快速字母命名、语音意识、语素意识、正字法技能、词汇知识、非语言推理、单词阅读和单词听写等测试。层次回归模型表明，除了语言和非语言推理外，快速的字母命名和语音意识与波斯语单词阅读有着独特的关联。此外，快速的字母命名、语音意识和语素意识在控制了语言和非言语智力之后依然预测波斯语单词听写能力。在研究2中，为了确定波斯语认知语言技能向阿拉伯语单词阅读能力的迁移，我们调查了79名伊朗二年级学生。为此，我们评估了学生在快速字母命名、语音意识、形态意识、正字法技能、词汇知识、智力和阿拉伯语单词阅读方面的波斯语技能。在研究的第二部分，我们评估了阿拉伯语词汇知识。回归结果表明，在控制了认知能力和词汇知识以后，语音意识与阿拉伯语单词阅读之间存在独特的相关关系。此外，我们发现语素意识与波斯语和阿拉伯语词汇知识显著相关。本研究强调了语音意识在波斯语和阿拉伯语单词阅读以及波斯语听写中的重要性。此外，这些发现对于将早期读写领域的发现扩展到第一和第二语言具有重要的实践意义。Mohseni, Fateme.Thesis M.Phil. Chinese University of Hong Kong 2019.Includes bibliographical references.Abstracts also in Chinese.Title from PDF title page (viewed on 5, May 2021).Mohseni, Fateme