Longitudinal predictors of very early Chinese literacy acquisition

This 2‐year longitudinal study examined both concurrent and longitudinal relations of a variety of reading‐related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniq...

Full description

Saved in:
Bibliographic Details
Published inJournal of research in reading Vol. 34; no. 3; pp. 315 - 332
Main Authors Tong, Xiuli, McBride-Chang, Catherine, Wong, Anita M.-Y., Shu, Hua, Reitsma, Pieter, Rispens, Judith
Format Journal Article
LanguageEnglish
Published Oxford, UK Blackwell Publishing Ltd 01.08.2011
Wiley-Blackwell
Subjects
Beginning Reading
Chinese
Correlation
Emergent Literacy
Foreign Countries
Hong Kong
Kindergarten
Longitudinal Studies
Phonological Awareness
Predictor Variables
Reading Ability
Reading Processes
Reading Skills
Syllables
Verbal Communication
Vocabulary Development
Hong Kong
Online AccessGet full text

Cover

More Information
Summary:This 2‐year longitudinal study examined both concurrent and longitudinal relations of a variety of reading‐related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across time, with age, vocabulary knowledge and nonverbal IQ statistically controlled. Only visual skill and syllable deletion uniquely explained early Chinese word dictation, however. Results extend previous research on cognitive correlates of Chinese literacy and highlight the small but unique contribution of homophone awareness for early reading acquisition in Chinese.
Bibliography:ArticleID:JRIR1426
istex:FEA5F2CF8E1DDCA290551F2808015B8A49558CB3
ark:/67375/WNG-7PW54FG2-D
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0141-0423
1467-9817
DOI:10.1111/j.1467-9817.2009.01426.x