The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners

The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners

• Liu, Duo The Hong Kong Institute of Education
• Chung, Kevin Kien Hoa The Hong Kong Institute of Education
• Mcbride-Chang, Catherine Psychology Dept., Chinese University of Hong Kong

Journal of Research in Reading, 2015

Wiley-Blackwell Publishing Ltd.

2015

• A Human Growth & Development
  • AE Socioeconomic & Cultural Differences, Class & Family Background
• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety-nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications.
[Copyright © 2015 UKLA.]

• English

Journal Articles

• 01410423

https://bibliography.lib.eduhk.hk/en/bibs/71b129fc

2015-06-23