Promoting language and literacy development through parent-child reading in Hong Kong preschoolers

Promoting language and literacy development through parent-child reading in Hong Kong preschoolers

• Chow, Bonnie Wing Yin Chinese University of Hong Kong
• McBride-Chang, Catherine Chinese University of Hong Kong

Early Education & Development, 14(2), 233-248, 2003

Lawrence Erlbaum Associates

2003

• A 人的成長與發展
  • AF 家庭與成長、家庭關係、生育與育嬰、家庭教育、家長參與
• G 課程與教學:個別教學範疇
  • GJ 跨課程科目

Beginning Reading Chinese Foreign Countries Language Acquisition Literacy Literacy Education Parent Child Relationship Parents Preschool Children Preschool Education Reading Aloud To Others Reading Instruction Chinese People Hong Kong Reading Behavior

• Hong Kong

• 1997.7 onwards

• 學前教育

Eighty-six Hong Kong Chinese kindergarten children were pretested on the Preschool and Primary Chinese Literacy Scale (PPCLS) and the Peabody Picture Vocabulary Test - Third Edition (PPVT-III), and assigned randomly within schools to 1 of 3 conditions, dialogic reading, typical reading and control. After an 8-week intervention, the children were posttested. Results indicated a significant main group effect for performance on both the PPCLS and the PPVT-III, with children in the dialogic reading group benefiting significantly from the intervention. These results indicate that early literacy-related activities in the home have strong and direct effects on both children's literacy growth and language development in Chinese. The success of the dialogic reading technique in this study contributes to the goal of raising global literacy standards and educational achievement.
[Copyright of Early Education & Development is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/s15566935eed1402_6 ]

• 英文

期刊論文

• 10409289

• 10.1207/s15566935eed1402_6

https://bibliography.lib.eduhk.hk/tc/bibs/182f6b30

2010-09-27