Word reading is a fundamental skill in reading and one of the building blocks of reading comprehension. Theories have posited that for second language (L2) learners, word reading skills are related if the children have sufficient experience in the L2 and are literate in the first language (L1). The L1 and L2 reading, phonological awareness skills, and morphological awareness skills of Syrian refugee children who speak Arabic and English were measured. These children were recent immigrants with limited L2 skills and varying levels of L1 education that was often not commensurate with their ages. Within- and across-language skills were examined in 96 children, ages 6 to 13 years. Results showed that phonological awareness and morphological awareness were strong within-language variables related to reading. Additionally, Arabic phonological awareness and morphological processing were strongly related to English word reading. Commonality analyses for variables within constructs (e.g., phonological awareness, morphological awareness) but across languages (Arabic and English) in relation to English word reading showed that in addition to unique variance contributed by the variables, there was a high degree of overlapping variance.

中文翻译：

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叙利亚难民儿童的英语和阿拉伯语单词阅读

单词阅读是阅读的一项基本技能，也是阅读理解的基石之一。理论认为，对于第二语言 (L2) 学习者来说，如果孩子有足够的第二语言经验并且能够读写第一语言 (L1)，那么他们的单词阅读能力是相关的。测量了讲阿拉伯语和英语的叙利亚难民儿童的 L1 和 L2 阅读、语音意识技能和形态意识技能。这些孩子是新移民，二语技能有限，二语教育水平不同，通常与他们的年龄不相称。对 96 名 6 至 13 岁的儿童进行了语言内和跨语言技能的检查。结果表明，语音意识和形态意识是与阅读相关的语言内变量。此外，阿拉伯语语音意识和形态处理与英语单词阅读密切相关。结构内变量（例如语音意识、形态意识）但跨语言（阿拉伯语和英语）与英语单词阅读相关的变量的共性分析表明，除了变量贡献的独特方差外，还有高度的重叠方差。