Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language

Autor/inn/en	Chow, Bonnie Wing-Yin; McBride-Chang, Catherine; Burgess, Stephen
Titel	Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language
Quelle	In: Journal of Educational Psychology, 97 (2005) 1, S.81-87 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Foreign Countries; Early Reading; Phonology; Word Recognition; Reading Skills; Reading Difficulties; Longitudinal Studies; English (Second Language); Chinese; Short Term Memory + Suchen Sie Ihr Suchwort? Ausland; Frühlesen; Fonologie; Worterkennung; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Kurzzeitgedächtnis
Abstract	The present 9-month longitudinal study investigated relations between Chinese native language phonological processing skills and early Chinese and English reading abilities among 227 kindergarteners in Hong Kong. Phonological awareness, rapid automatized naming, and short-term verbal memory differed in their relations to concurrent and subsequent Chinese and English word recognition. The significant bidirectional relations between phonological awareness and Chinese reading ability remained even after accounting for the variance due to age, vocabulary, and visual skills performance. When all predictors were considered simultaneously, only phonological awareness remained a significant predictor of Chinese and English reading abilities both concurrently and longitudinally. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10