Promoting Foundational Linguistic Skills for Reading Development in Young Chinese Language Learners: A 1-Year Intervention Study

Autor/inn/en	Wong, Yu Ka; Zang, Xuan; Inoue, Tomohiro
Titel	Promoting Foundational Linguistic Skills for Reading Development in Young Chinese Language Learners: A 1-Year Intervention Study
Quelle	In: Journal of Research in Reading, 46 (2023) 3, S.247-277 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Yu Ka) ORCID (Zang, Xuan) ORCID (Inoue, Tomohiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12423
Schlagwörter	Chinese; Intervention; Language Skills; Second Language Learning; Program Effectiveness; Orthographic Symbols; Listening Comprehension; Word Recognition; Grade 4; Elementary School Students; Reading Comprehension + Suchen Sie Ihr Suchwort? China; Chinesen; Language skill; Sprachkompetenz; Zweitsprachenerwerb; Hörverständnis; Worterkennung; School year 04; 4. Schuljahr; Schuljahr 04; Leseverstehen
Abstract	Background: Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension. Method: A total of 186 Grade 4 CSL students (mean age = 9.22, SD = 0.56) participated in the study and were grouped into the treatment (N = 96) and control (N = 90) groups. A range of Chinese language and literacy skills were assessed before and after the intervention. Results: The path analysis showed that the intervention significantly affected orthographic knowledge, word reading and listening comprehension directly and reading comprehension indirectly through the three componential skills after controlling for nonverbal reasoning, vocabulary and autoregressors. Conclusions: The findings suggest that orthographic knowledge, word reading and listening comprehension may be promising targets for instructing young CSL learners. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01