RELATIONSHIP BETWEEN PHONOLOGICAL SKILL AND READING COMPREHENSION ABILITY AMONG POOR ENGLISH LEARNERS
英语学习不良儿童语音能力与阅读理解的关系

This research examined the development of phonological skills among poor English learners and also analyzed the relationship between phonological skills, syntactic awareness, and reading comprehension ability. The results showed that although measures of pseudoword reading and syntactic awareness successfully discriminated between average and poor readers, no significant difference was found in their performance in phonological awareness, auditory verbal working memory, and visual verbal working memory. The result of stepwise regression indicated that pseudoword reading, syntactic awareness, phonological awareness and auditory verbal working memory were the stronger predictors of English reading comprehension.