在本章中我们探讨了语音意识、语素意识以及正字法意识对于中英双语阅读的影响和跨语言作用。研究显示，这三个因素和中英文单字认读都有显著的关联。虽然如此，三个因素对于中英文两种语言所起的作用还是有一些差别的。

首先，无论是哪种语言，语音意识对于单字认读和识别都是非常重要的，差别在于哪个单位对于哪个语言的阅读最有帮助。音素意识和英文单字认读有很显著的关联，但是对于汉字认读却并非如此。与之相比，音节意识对于汉字认读的影响比较大。这也支持了心理语言纹理理论以及通用语音原则。不同语言的学习者在阅读时会使用语言中最显著的语音单位。值得注意的是，虽然语音意识与单字认读有显著的关联，但是它与阅读理解的关联却还需要进一步鉴定。

在语素意识的各个层面中，派生词意识以及屈折词意识对于英文单字认读是重要的，而复合词意识则对汉字认读有着显著的影响，这体现了两种语言的词语结构特点。针对以中文为母语、英语为第二语言的中英双语者，产生跨语言迁移效应的是复合词意识，因为这是中文组词的主要方式，这也表明语素意识迁移的程度和方式受到两种语言语素结构的制约。这些发现间接地支持了“双语参与现象” （dual-language involvement）（Koda，1996）——双语学习者在阅读时会同时启动他们掌握的两个语言。研究也显示，语素意识对于阅读的影响会随着年龄越来越显著。和语音意识不同，语素意识对于中英文阅读理解的影响是显著的。

研究显示，正字法意识与中英语单字认读都有关联。至于跨语言迁移效应，正字法意识只有在第一和第二语言有关联的双语儿童中（例如，英法双语或英西双语）才会出现。另外，第一和第二语言有关联的双语儿童对于两种语言中都出现的规则更为敏感。但是，对于中英双语儿童来说，由于他们的第一和第二语言的书写系统不一样，因此两个语言中的正字法意识不存在关联。

最后，关于HLE的讨论指出，社会因素和语言学习环境对于儿童中英文单词阅读的影响。学者们提出，和单语学习者相比，家庭语言环境这个因素可能对那些在日常生活中没有什么机会接触第一或第二语的双语者来说更重要（例如，Zhang & Koda，2011）。这可能是因为家庭语言环境和儿童接触第一或第二语言的频率有直接的关联，而这间接影响了双语学习者两种语言的阅读能力，但是这一点还需要进一步探讨。

摘要Abstract

This chapter focuses on English and Chinese word reading among monolingual and bilingual children.Specifically, we examine the research literature concerning the roles of metalinguistic and social factors in the development of Chinese and English reading skills among monolingual and bilingual children.With regard to metalinguistic factors, we analyze the contributions of phonological awareness, morphological awareness and orthographic awareness to Chinese and English reading.Furthermore, we discuss the role of home literacy environment in English and Chinese reading.

key words

Phonological awareness,Morphological awareness, Orthographic awareness,Home Literacy Environment

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[1] 加拿大多伦多大学（University of Toronto）

[2] 加拿大多伦多大学（University of Toronto）

[3] 加拿大劳里埃大学（Wilfrid Laurier University）