Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhou, Yan-Ling; McBride-Chang, Catherine; Fong, Cathy Y.-C.; Wong, Terry T.-Y.; Cheung, Sum Kwing |
|---|---|
| Titel | A Comparison of Phonological Awareness, Lexical Compounding, and Homophone Training for Chinese Word Reading in Hong Kong Kindergartners |
| Quelle | In: Early Education and Development, 23 (2012) 4, S.475-492 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-9289 |
| DOI | 10.1080/10409289.2010.530478 |
| Schlagwörter | Reading Difficulties; Phonological Awareness; Foreign Countries; Vocabulary Development; Comparative Analysis; Kindergarten; Young Children; Chinese; Reading Skills; Morphology (Languages); Early Reading; Beginning Reading; Hong Kong |
| Abstract | Research Findings: In this study, 88 kindergartners received special training in lexical compounding, homophone awareness, or phonological awareness or were assigned to a control condition over a period of approximately 2 months, with 20-min lessons administered twice per week. Chinese word reading improved significantly more in the lexical compounding group as compared to the other groups. Vocabulary knowledge also showed a trend toward improvement in this group (p less than 0.08) and improved significantly in the homophone group. Although phonological awareness improved most in the phonological awareness training group, this group showed no reading or vocabulary improvements relative to the other groups. Practice or Policy: The results underscore the importance of morphological awareness training for both word reading and vocabulary knowledge in young Chinese children. (Contains 2 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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