Early teaching of Chinese literacy skills and later literacy outcomes

Early teaching of Chinese literacy skills and later literacy outcomes

• Li, Hui University of Hong Kong
• Corrie, Loraine F. Hong Kong Institute of Education
• Wong, Betty Kit Mei Hong Kong Institute of Education

Early Child Development and Care, 178(5), 441-459, 2008

Routledge

2008

• P Social Context of Education
  • PB Comparative Education
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement

Teacher Qualifications Foreign Countries Literacy Literacy Education Preschool Children Measures (Individuals) Family Environment Educational Environment Teacher Attitudes Parent Attitudes Mothers Educational Attainment Chinese Orthographic Symbols Difficulty Level Emergent Literacy Psycholinguistics Teaching Methods Hong Kong China (Beijing)

• Hong Kong
• Beijing

• 1997.7 onwards

• Pre-Primary Education
• Primary Education

This study followed 88 children in Beijing and Hong Kong for three years to investigate the relationships between the early teaching of literacy skills and later literacy outcomes. The children were administered the Preschool and Primary Chinese Literacy Scale at the age of five years, and three years later. Their parents and teachers reported on their involvement in literacy teaching, the home/classroom literacy environment and their beliefs about language learning. Findings showed that the Hong Kong cohort significantly surpassed their Beijing counterparts in literacy attainments at age five and age eight. After controlling for age, site, maternal education and teacher qualification, formal literacy activities in early childhood significantly contributed to literacy attainment at primary school, whereas informal literacy experiences did not. Results suggest that the complicated nature of Chinese orthography may make early instruction particularly valuable in Chinese literacy acquisition. The psycholinguistic, pedagogical and sociocontextual accounts and implications of these findings are discussed.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430600789365]

• English

Journal Articles

• 03004430

• 10.1080/03004430600789365

https://bibliography.lib.eduhk.hk/bibs/147a1377

2010-09-08