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The present study explores the effects of phonological awareness training of child EFL learners  in China on their reading performances. Eighty grade one Chinese children from two intact  primary school classes participated in the study. The treatment class received a 10-week  English phonological awareness training, while the contrast class did not receive any training.  Both pre-test and post-test were administered to all participants, including English assessment,  phonological awareness measures and English reading measures. The results show that the  treatment class outperformed the contrast class in the post-test in reading measures and  phonological awareness measures; phonological awareness positively correlated with children’s  early reading performance; phoneme tasks were strong predictors of Child EFL learners’ early  reading performance.

The Effects of Phonological Awareness Training on the Reading Performance by Child EFL Learners in China