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

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching

Childrens Vocabulary Acquisition Morphological Awareness Developmental Dyslexia Character Acquisition Preschool Children Phonemic Awareness Intervention Knowledge Instruction Literacy Education & Educational Research Psychology

• 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

• 10.1080/10409289.2010.530478

https://bibliography.lib.eduhk.hk/en/bibs/5f1e670c

2014-08-07