Reading and spelling Chinese among beginning readers: What skills make a difference?

Reading and spelling Chinese among beginning readers: What skills make a difference?

• Yeung, Pui Sze University of Hong Kong
• Ho, Connie Suk Han University of Hong Kong
• Chik, Pakey Pui Man Hong Kong Institute of Education
• Lo, Lap Yan Hong Kong Shue Yan University
• Luan, Hui Hong Kong Baptist University
• Chan, David Wai Ock Chinese University of Hong Kong
• Chung, Kevin Kien Hoa Dept. of Educational Psychology, Counselling, and Learning Needs, Hong Kong Institute of Education

Scientific Studies of Reading, 15(4), 285-313, 2011

Lawrence Erlbaum Associates

2011

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

Reading Orthography & Spelling Reading Comprehension Syntax (Grammar) Chinese Language

• Hong Kong

• 1997.7 onwards

• Primary Education

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed.
[Copyright of Scientific Studies of Reading is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10888438.2010.482149]

• English

Journal Articles

• 10888438

• 10.1080/10888438.2010.482149

https://bibliography.lib.eduhk.hk/en/bibs/e842d02c

2013-11-16