Specific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children

Autor/inn/en	McBride-Chang, Catherine; Liu, Phil D.; Wong, Terry; Wong, Anita; Shu, Hua
Titel	Specific Reading Difficulties in Chinese, English, or Both: Longitudinal Markers of Phonological Awareness, Morphological Awareness, and RAN in Hong Kong Chinese Children
Quelle	In: Journal of Learning Disabilities, 45 (2012) 6, S.503-514 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411400748
Schlagwörter	Foreign Countries; Reading Difficulties; Phonological Awareness; Chinese; Morphology (Languages); Longitudinal Studies; Orthographic Symbols; Control Groups; Experimental Groups; English (Second Language); English Language Learners; Bilingual Students; Monolingualism; Vocabulary Development; Reading Achievement; Reading Skills; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Reading difficulty; Leseschwierigkeit; China; Chinesen; Morphology; Morphologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Leseleistung; Reading skill; Lesefertigkeit; Hongkong
Abstract	What are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly lower than the others on English vocabulary across years, whereas the PC and PB groups were significantly poorer than the C and PE groups on morphological awareness across years. Finally, the PB group was significantly slower than the other groups on speed naming at every age tested, underscoring the potential importance of automaticity in reading across orthographies. Findings highlight the need to consider the issue of how to identify reading difficulties in a second language. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10