Journal Articles
A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners
EdLink- A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners
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- 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
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- Hong Kong
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- 1997.7 onwards
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- 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]
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- English
- Journal Articles
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- 10409289
- https://bibliography.lib.eduhk.hk/en/bibs/5f1e670c
- 2014-08-07
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