文摘
英文文摘
声明
Chapter 1 Introduction
1.1 The Problem
1.2 Research Question and Objectives
1.3 Type of Research and Hypotheses
Chapter 2 Theoretical Framework and Related Literature
2.1 Theoretical Framework
2.1.1 The Research of Phonological Processing Ability
2.1.2 The Theory of Phonological Awareness
2.1.3 The Theory of Verbal Working Memory
2.1.4 The Theory of Rapid Naming
2.2 The Nature of Reading Abilities
2.2.1 Purposes for Reading
2.2.2 Defining Reading Comprehension
2.2.3 Components of Reading Abilities
2.2.4 Models of Reading
2.3 Phases of Reading Development
2.4 Related Literature
2.4.1 Phonological Awareness Research
2.4.2 Verbal Working Memory Research
2.4.3 Rapid Naming Research
Chapter 3 Method
3.1 Introduction
3.2 Participants
3.3 Design and Data Analysis
3.3.1 Design
3.3.2 Data Analysis
3.4 Materials
3.4.1 IQ Test
3.4.2 English Reading Comprehension Test
3.4.3 Phonological Processing Ability Test
3.5 Procedure
Chapter 4 Results
4.1 Introduction
4.2 Descriptive Statistics
4.2.1 Descriptive Statistics Results of All Measures of All Subjects
4.2.2 Differences among Good Readers Group, Poor Readers Group and Moderate Readers Group
4.3 Correlation Analysis
4.3.1 The Correlation between Three Phonological Processing Abilities and English Reading Comprehension
4.3.2 The Correlation among Phonological Awareness, Verbal Working Memory and Rapid Naming
4.4 Stepwise Multiple Regression Analysis
Chapter 5 Discussion
5.1 Introduction
5.2 The Effect of Phonological Processing Ability on college English Reading
5.3 The Relationship between Phonological Skills and Reading Skill
5.4 The Importance of Phonological Processing Ability
5.5 Implications for Teaching--Phonological Awareness Training and Phonics Teaching
5.5.1 Phonological Awareness Training
5.5.2 Phonics Teaching
Chapter 6 Conclusion
6.1 Summary
6.2 Validity and Reliability
6.3 Limitation of the Research
6.4 Suggestions for Further Research
References
Appendix
Published Paper
Acknowledgments
