Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners

Ninety Chinese children were tested once at age 4 and again 22 months later on phonological-processing and other reading skills. Chinese phonological-processing skills alone modestly predicted Chinese character recognition, and English letter-name knowledge uniquely predicted reading of both Chinese...

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Bibliographic Details
Published inScientific studies of reading Vol. 9; no. 2; pp. 117 - 144
Main Authors McBride-Chang, Catherine, Ho, Connie Suk-Han
Format Journal Article
LanguageEnglish
Published Philadelphia Lawrence Erlbaum Associates, Inc 01.04.2005
Routledge, Taylor & Francis Group
Subjects
Beginning Reading
Chinese
Chinese languages
English (Second Language)
English language
Invented Spelling
Kindergarten students
Orthographic Symbols
Phonology
Reading instruction
Reading Processes
Reading Skills
Second Language Learning
Word Recognition
China
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Summary:Ninety Chinese children were tested once at age 4 and again 22 months later on phonological-processing and other reading skills. Chinese phonological-processing skills alone modestly predicted Chinese character recognition, and English letter-name knowledge uniquely predicted reading of both Chinese and English 2 years later. Furthermore, concurrently measured phonological-processing skills in Chinese, but not English, accounted for unique variance in both English and Chinese word recognition. English invented spelling was strongly associated with reading in English only, and orthographic knowledge significantly accounted for unique variance in Chinese reading only. Results suggest both universal and specific characteristics of the development of English word and Chinese character recognition among young native Chinese speakers learning to read English as a second language.
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ISSN:1088-8438
1532-799X
DOI:10.1207/s1532799xssr0902_2