Teacher-child conversations matter: The effects on Hong Kong K–1 children's preliteracy skills and early reading

Teacher-child conversations matter: The effects on Hong Kong K–1 children's preliteracy skills and early reading

• Ng, Lai Yi The Education University of Hong Kong
• Ko, Yue On James The Education University of Hong Kong

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBG Teaching Methods of Literature & Their Outcomes

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Theoretically, abundant conversation experiences are necessary for young children to develop their preliteracy skills – the foundation for reading comprehension. But very few studies have provided empirical evidence on it. This study investigated whether K1 children experiencing a higher quality of teacher-child conversations would perform significantly better in preliteracy skills (phonological awareness, morphological awareness and oral language) and word reading and whether the quality of teacher-child conversations could moderate the contribution of preliteracy skills to word reading. Results supported the theoretical importance of good teacher-child dialogues in developing young children’s preliteracy skills and suggested that the effectiveness of preliteracy skills training might depend on the verbal environment children experience at preschools. Copyright © 2023 AERA.

Paper presented at 2023 Annual Meeting of American Educational Research Association: "Interrogating Consequential Education Research in Pursuit of Truth", Chicago, USA.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/a2e6fb26

2023-08-10