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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/111742

    Title: Vocabulary Size, Phonological Awareness, and Reading Comprehension
    Authors: Yu-cheng Sieh;薛玉政
    Keywords: university learners;Chinese-L1;low reading ability;phonological awareness
    Date: 2016-09
    Issue Date: 2017-09-01 02:10:17 (UTC+8)
    Publisher: 淡江大學英文系
    Abstract: The present study aimed to explore the relationship among vocabulary size, Phonological Awareness
    (PA), and reading comprehension in English learners with low proficiency in Taiwan’s higher education.
    Forty-one university students who had taken the Test of English for International Communication
    (TOEIC) were recruited, 30 of whom were at a proficiency level much lower than B1 Threshold of the
    Common European Framework of Reference (CEFR) for Languages. Three PA subtests and a
    vocabulary size test were administered to all participants individually. Pearson’s correlations show that
    their TOEIC reading scores were correlated with the four measures when all 41 participants were
    included; however, among the 30 low-proficiency learners, their reading scores were correlated with
    Elision—one PA measure—and vocabulary size only. When parallel regression analyses were computed
    against all participants and the low-proficiency subgroup, the four measures altogether explained
    nearly 64% of the variance in their TOEIC reading scores in the former but the explained variance
    dropped drastically to around 40% in the latter. Among the four measures, vocabulary size was the only
    significant predictor of reading ability and accounted for the largest variance. Meanwhile,
    phonological awareness explained additional variance in reading comprehension. While different PA
    measures did not seem to make a difference to the whole sample, Elision seemed to have explained
    more variance and served as a better task to assess phonological awareness of the low-proficiency
    Relation: Studies in English Language Teaching 4(3), p.299-313
    Appears in Collections:[Graduate Institute & Department of English] Journal Article

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