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期刊論文

The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens

  • The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens
  • Wiley
  • 2021
    • Hong Kong
    • 1997.7 onwards
    • 學前教育
  • This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese-speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of 118 3- to 4-year-old L2 Chinese-speaking kindergartners were recruited for the study. These children were randomly assigned to one of three separate training groups: DR + MS, DR + MA, and DR alone as a control group: Before and after a 12-week training session, all participating children were tested on a range of Chinese words reading and writing-related skills. The DR + MS group demonstrated the strongest growth in Chinese word reading and writing skills. The DR + MA group showed a trend toward greater improvement in Chinese vocabulary knowledge. These results demonstrated enjoyable ways to develop Chinese early literacy skills. Copyright © 2021 ACTFL.
    • 英文
  • 期刊論文
    • 0015718X
  • https://bibliography.lib.eduhk.hk/tc/bibs/0ac3e484
  • 2021-12-03

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