ABSTRACT
This chapter mainly discusses the predictive effects of differing components of phonological awareness on Uyghur bilingual children's literacy development from three aspects. The first study explores the characteristics of their Chinese phonological awareness and its impact on their literacy level, and the results notice the early and fast development of Uyghur children's initial awareness and their obvious underdevelopment of tone awareness, revealing that with the development of the literacy level, the effect of phonological awareness will become weaker correspondingly while the effect of prosodic awareness will get stronger. The second study continues the exploration of the cross-language predictive effects of different components of phonological awareness on their trilingual literacy levels, and the conclusions revealed that the preexisting phonological experiences influence the formation and development of phonological representations in L2(3), while the phonological acquisition of L2(3) in turn influence the already constructed phonological representation in the native language. The third study, paying attention to the roles of different components of English phonological awareness in the development of English reading and literacy skills among Uyghur children, confirmed the important predictive effect of onset–rime awareness and phoneme awareness on Uyghur children's English word reading and writing.
