Home Literacy Environment and English Language and Literacy Skills among Chinese Young Children Who Learn English as a Second Language

Autor/inn/en	Yeung, Susanna S.; King, Ronnel B.
Titel	Home Literacy Environment and English Language and Literacy Skills among Chinese Young Children Who Learn English as a Second Language
Quelle	In: Reading Psychology, 37 (2016) 1, S.92-120 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2015.1009591
Schlagwörter	English (Second Language); Second Language Learning; Expressive Language; Prediction; Alphabets; Vocabulary Skills; Family Environment; Foreign Countries; Asians; Kindergarten; Phonological Awareness; Receptive Language; Syllables; Classification; Correlation; Questionnaires; Parent Attitudes; Parent Child Relationship; Verbal Ability; Intelligence Tests; Native Language; Sino Tibetan Languages; Emergent Literacy; Scores; Statistical Analysis; Regression (Statistics); Hong Kong; Peabody Picture Vocabulary Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Vorhersage; Buchstabenschrift; Aktiver Wortschatz; Familienmilieu; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Rezeptive Kommunikationsfähigkeit; Silbe; Classification system; Klassifikation; Klassifikationssystem; Korrelation; Fragebogen; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mündliche Leistung; Intelligence test; Intelligenztest; Frühleseunterricht; Statistische Analyse; Regression; Regressionsanalyse; Hongkong
Abstract	The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents completed a questionnaire about home literacy practices. Results showed that these practices can be classified into three aspects: shared reading, exposure to English materials and home teaching. Shared reading uniquely predicted receptive and expressive vocabulary, syllable awareness and word reading in English. Exposure to English materials predicted expressive vocabulary and home teaching predicted letter knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01