Journal Articles
A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners
- A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners
-
- Zhou, Yan Ling Dept. of Psychology, Chinese University of Hong Kong
- McBride Chang, Catherine Dept. of Psychology, Chinese University of Hong Kong
- Fong, Cathy Y. C. Dept. of Psychology, Chinese University of Hong Kong
- Wong, Terry T. Y. Dept. of Psychology, Chinese University of Hong Kong
- Cheung, Sum Kwing Dept. of Psychology, Chinese University of Hong Kong
- Early Education & Development, 23(4), 475-492, 2012
- Lawrence Erlbaum Associates
- 2012
-
- Hong Kong
-
- 1997.7 onwards
-
- Pre-Primary Education
- Research Findings: In this study, 88 kindergartners received special training in lexical compounding, homophone awareness, or phonological awareness or were assigned to a control condition over a period of approximately 2 months, with 20-min lessons administered twice per week. Chinese word reading improved significantly more in the lexical compounding group as compared to the other groups. Vocabulary knowledge also showed a trend toward improvement in this group (p<.08) and improved significantly in the homophone group. Although phonological awareness improved most in the phonological awareness training group, this group showed no reading or vocabulary improvements relative to the other groups. Practice or Policy: The results underscore the importance of morphological awareness training for both word reading and vocabulary knowledge in young Chinese children.[Copyright of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10409289.2010.530478]
-
- English
- Journal Articles
-
- 10409289
- https://bibliography.lib.eduhk.hk/bibs/5f1e670c
- 2014-08-07
Recent Journal Articles
Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settingsJournal Articles
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategiesJournal Articles
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefsJournal Articles
Examining student, parent, and school factors predicting science achievement using a multilevel approach: The case of Hong Kong from the Program for International Student Assessment 2015Journal Articles
Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacherJournal Articles
Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, ChinaJournal Articles
Exploring predictors of STEM aspirations from a STEM capital perspectiveJournal Articles
English as a foreign language education in East-Asian early childhood education settings: A scoping reviewJournal Articles