Download or read book The Role of Phonological and Grammatical Awareness in Hong Kong Students Reading in English written by Mo-Yee Wong and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological and Grammatical Awareness in Hong Kong Students' Reading in English" by Mo-yee, Wong, 黃慕儀, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of dissertation entitled The Role of Phonological and Grammatical Awareness in Hong Kong Students' Reading in English Submitted by Wong Mo Yee for the degree of Master of Arts (Linguistics) at The University of Hong Kong in June 2006 The role of phonological and grammatical awareness in Hong Kong students' reading in English was examined by using a series of linguistic tasks. Participants attending grade level three in the same local primary school were being tested. Phonological awareness was surveyed with four tasks that consisted of tasks at both the syllabic and phonemic levels. Grammatical awareness was assessed by two tasks, a task on internal structure of words testing on inflectional rules and a task on structures within sentences testing on word order correction. Reading measures included word reading and sentence reading. The results were discussed using the simple statistical data and the English Education background of the participants. No conclusive remarks on the role of phonological and grammatical awareness on Hong Kong students' reading in English could be drawn from the study but suggestions for future studies were made. i DOI: 10.5353/th_b3751494 Subjects: Reading (Elementary) - China - Hong Kong Language awareness in children - China - Hong Kong English language - Phonology English language - Grammar

Download or read book The Role of Phonological and Grammatical Awareness in Hong Kong Students Reading in English written by Mo-yee Wong (M. A.) and published by . This book was released on 2006 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book RELATIONSHIP BETWEEN PHONOLOGI written by 勞皓珍 and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Relationship Between Phonological Awareness and Reading Ability" by 勞皓珍, Ho-chun, Rebecca, Lo, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract "The Relationship Between Phonological Awareness and Reading Ability" Submitted by Lo Ho Chun Rebecca for the degree of Master of Arts at The University of Hong Kong. in June 2003 The present study focuses on the role of phonological awareness in second language reading. Forty-one Grade 8 Hong Kong students participated in the study. They were all native speakers of Cantonese. Three types of standardised reading measures were used as criterion variables: Word Reading subtest of WRAT-3, Word Identification and Word Attack subtests of WRMT-R. A comprehensive battery of tests including both phonological processing and visual processing skills was administered. Data were analysed using Pearson correlations and hierarchical multiple regression. Phonological awareness tasks were found to be more strongly related to reading ability. The study suggests that phoneme deletion, among other tasks, proved to be the most powerful predictor of reading ability. In contrast, visual processing was not significantly correlated with any of the reading measures. It was reported that this study replicated the findings of other L1 reading research in the same area. The results supported the notion that individual differences in reading ability are caused by variation in phonological processing abilities. Early intervention may be required once the students are identified as deficient in phonological awareness. It is finally suggested that more explicit instruction/training in phonological awareness is necessary so that a phonological route is available to students when they encounter new words. DOI: 10.5353/th_b2682274 Subjects: Second language acquisition Grammar, Comparative and general - Phonology Reading - Phonetic method - China - Hong Kong English language - Study and teaching - China - Hong Kong

Download or read book SIGNIFICANCE DEVELOPMENT OF written by Kwok-Yin Lucia Ha and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Significance and Development of Phonological Awareness in Learning to Read English Among Chinese Children" by Kwok-yin, Lucia, Ha, 夏幗賢, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This research attempts to identify the significance and development of phonological awareness in learning to read English for Chinese children. Data were gathered from observation of subject, Carmen, over four-year study of her phonological development in learning to read English text independently in regards to the age relevant to subject. The report concludes that there is a scope for consideration of more varied approaches in learning to read English text. However, I think the most promising and remarkable strategy in learning to read English is the essential training of phonics instruction backed by the exposure in the relative culture of the same language. 5 DOI: 10.5353/th_b2952343 Subjects: Reading - Phonetic method - China - Hong Kong English langauge - Study and teaching (Elementary) - China - Hong Kong School children - China - Hong Kong - Language

Download or read book The Role of Phonological Awareness in Native and Second Language Reading Development written by Miu-Ying Li and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness in Native and Second Language Reading Development" by Miu-ying, Li, 李妙英, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of dissertation entitled "The Role of Phonological Awareness in Native and Second Language Reading Development" Submitted by Li Miu Ying, Miriam for the degree of Master of Arts at The University of Hong Kong in June 2006 In recent years, there has been a great deal of work devoted to the study of component skills that are necessary to sustain a success in reading English and Chinese. Phonological awareness is found to be a critical component of reading development. This study examined the role of phonological awareness in second language reading st th development. The subjects were 20 1 and 4 graders in Hong Kong, whose native spoken language is Cantonese. Children's performance on both English and Chinese reading ability and phonological awareness were examined. Results of hierarchical regression analyses and Pearson correlations showed that (a) phonological awareness at onset-rime level predicts English reading success at lower grade; (b) phonological awareness at phoneme level predicts English reading success at higher grade; (c) onset-rime and phonemic awareness both predict Chinese reading in grade 1; (d) phonemic awareness better predicts Chinese reading than onset-rime awareness in grade 4. The results support the notion that individual differences in alphabetic reading ability are accounted for by variances in phonological processing abilities, and that awareness of larger sound units (onset-rime) plays a more important role in earlier stage and awareness of smaller sound units (phoneme) in later stage. In contrast, the current study reported that onset-rime awareness does not play a more significant role in Chinese reading than phonemic awareness, which is inconsistent with that reported in Siok and Fletcher's (2001) study. This finding was taken to suggest that there is cross language transfer of metalinguistic skills in Hong Kong Chinese-English bilingual children. DOI: 10.5353/th_b3686349 Subjects: Reading (Elementary) - China - Hong Kong English language - Phonology Language awareness Second language acquisition School children - China - Hong Kong - Language

Download or read book The Role of Phonological Awareness in Second Language Reading written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Learning to Read and Spell in English Among Chinese English As A Second Language Learners in Hong Kong written by Pui-Sze Yeung and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Learning to Read and Spell in English Among Chinese English-as-a-second-language Learners in Hong Kong" by Pui-sze, Yeung, 楊佩詩, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled 'Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong' submitted by Yeung Pui Sze for the degree of Doctor of Philosophy at the University of Hong Kong in March 2006 The present study attempted to address the paucity of developmental data on English reading and spelling development among Chinese English-as-a-second-language (ESL) learners. English reading and spelling development among Chinese ESL learners in Hong Kong was examined in a one-year longitudinal study covering three developmental periods: Kindergarten to Grade 1, Grade 2 to Grade 3, and Grade 4 to Grade 5. One hundred and fifty five participants were tested on three types of cognitive-linguistic measures (rapid naming, phonological processing, and visual-orthographic processing) and language proficiency measures (English reading, English spelling and Chinese reading). Three major patterns of results were identified. First, the relationships between cognitive-linguistic skills and English proficiency measures differed among Chinese ESL learners of different proficiency levels. Previous research examining the significance of visual-orthographic and phonological skills to English reading and spelling development among Hong Kong Chinese ESL learners has yielded inconsistent results. On one hand, findings in some studies among kindergarteners and Grade 1 students demonstrated the predominant role of phonological skills to English reading and spelling development (Chow, McBride-Chang, & Burgess, 2005; McBride-Chang & Ho, 2005; McBride-Chang & Kail, 2002). On the other hand, the study by Leong, Tan, Cheng and Hau (2005) among Grade 4 - 6 students showed that visual-orthographic skills were of greater significance than phonological skills in predicting English proficiency. Since the participants in these studies were from different age groups, differences in results may simply reflect differences in age or 'stages' of reading and spelling development among the participants. Findings in the 2present study did confirm this speculation: phonological skills were of particular importance to English reading and spelling development among younger participants while the significance of visual-orthographic skills only emerged among older participants. Second, only rapid naming, but not phonological awareness, contributed to English reading and spelling development among young learners (Kindergarteners, Grade 2 and Grade 3 participants). This distinctive pattern departed from the findings among native English speaking children where both rapid naming and phonological awareness were of great significance. This finding further highlighted the importance of rapid naming in reading development in contrast to that of phonological awareness. Third, visual-orthographic skills were found to play a more important role in English spelling than in English reading among the more advanced Chinese ESL learners in the present study. This contradicted Frith's (1985) argument that "orthographic reading is the pacemaker for the development of orthographic spelling" but was actually compatible with the characteristics of the English orthography. The theoretical and pedagogical implications of these findings are discussed. DOI: 10.5353/th_b3572678 Subj

Download or read book The Effects of Phonics Teaching on Hong Kong Children s English Reading Development written by Kin-Wai Chim and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effects of Phonics Teaching on Hong Kong Children's English Reading Development" by Kin-wai, Chim, 詹建慧, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled The Effects of Phonics Teaching on Hong Kong Children's English Reading Development Submitted by Chim Kin Wai for the degree of Master of Arts at The University of Hong Kong in August 2007 This study examined the effects of phonics instruction on English reading performance of Hong Kong children who study Chinese as the first language and English as the second language. Twenty Hong Kong Primary 5 students, ten with high English ability and ten with low English ability, were recruited for this study. They were trained on phoneme counting and blending skills explicitly over 12 weeks. Phonological awareness which were at the onset-rime level and the phonemic level and English word reading ability were measured before and after instructional process. The findings showed that training could enhance phonological awareness of both groups of students. Compared to the high ability group, the low ability group demonstrated a greater gain in phonological skills. An improvement in English word recognition due to the improved phoneme deletion skills was also observed in the low ability group but not in the high ability group. Results of multiple regression analysis revealed that, pre- and post-training rhyme-alliteration oddity and pre-training phoneme deletion correlated significantly with post-training word reading for both ability groups. Performance change in phoneme deletion was found to be significantly correlated with performance change in English word cognition, suggesting that improving children's phonological sensitivity at the phoneme level can further enhance children's English reading ability. The implications of the findings will be discussed. (216 words) DOI: 10.5353/th_b3867041 Subjects: English language - Phonetics - Study and teaching (Elementary) - China - Hong Kong Reading (Elementary) - China - Hong Kong

Download or read book The Role of Phonological Awareness in Native and Second Language Reading Development written by Miu-ying Li and published by . This book was released on 2006 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Multilingual Hong Kong Languages Literacies and Identities written by David C.S. Li and published by Springer. This book was released on 2017-01-12 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume gives an up-to-date account of the language situation and social context in multilingual Hong Kong. After an in-depth, interpretive analysis of various language contact phenomena, it shows why it is such a tall order for Hongkongers to live up to the Special Administrative Region government’s language policy goalpost, ‘biliteracy and trilingualism’. A detailed contrastive analysis between Cantonese and (a) English, (b) Modern Written Chinese, and (c) Putonghua helps explain the nature of the linguistic and acquisitional challenges involved. Economic forces and sociopolitical realities helped shape the ‘mother tongue education’ or ‘dual MoI streaming’ policy since September 1998. The book provides a critical review of the significant milestones and key policy documents from the early 1990s, and outlines the concerns of stakeholders at the receiving end. Another MoI debate concerns the feasibility and desirability of teaching Chinese in Putonghua (TCP). Based on a critical review of the TCP literature and recent psycholinguistic and neuroscience research, the language-in-education policy implications are discussed, followed by a few recommendations. Hongkongers of South Asian descent saw their life chances curtailed as a result of the post-1997 changes in the language requirements for gaining access to civil service positions and higher education. Based on a study of 15 South Asian undergraduate students’ prior language learning experiences, recommendations are made to help redress that social inequity problem.

Download or read book The Role of Phonological Awareness and Visual Orthographic Skills on Chinese Reading Acquisitions for Singapore Students written by Ping-Ping Ho and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness and Visual-orthographic Skills on Chinese Reading Acquisitions for Singapore Students" by Ping-ping, Ho, 何冰冰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: DOI: 10.5353/th_b3692400 Subjects: Chinese language - Phonology Chinese characters - Psychological aspects Language awareness in children - Singapore Reading comprehension Chinese language - Study and teaching (Elementary) - Singapore School children - Singapore - Language

Download or read book The Significance and Development of Phonological Awareness in Learning to Read English Among Chinese Children written by Kwok-yin Ha (Lucia) and published by . This book was released on 2004 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Phonological Awareness and the Ability to Read English as a Second Language written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Phonological Awareness Training on the Reading Achievement of Late English Learners written by 洪盛琴 and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effect of Phonological Awareness Training on the Reading Achievement of Late English Learners" by 洪盛琴, Shing-kam, Phoebe, Hung, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b4071716 Subjects: English language - Phonology - Study and teaching

Download or read book The Effect of Phonological Awareness on Learning English as a Second Language written by Man-Ching Vanessa Wong and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effect of Phonological Awareness on Learning English as a Second Language: a Study With Korean and Chinese Subjects" by Man-ching, Vanessa, Wong, 黃玟靜, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of dissertation entitled "The Effect of Phonological Awareness on Learning English as a Second Language: A Study with Korean and Chinese Subjects." Submitted by Wong Man Ching Vanessa for the degree of Master of Arts at The University of Hong Kong in June 2006 The effect of phonological awareness on learning English as a second language from Korean and Chinese was investigated in this study. Three Korean-English bilingual children and three Chinese children whose first language (L1) is Cantonese were tested in second-language (L2; English) phonological skills focusing on phonological processing. It is found that phonological skills in L1 and L2 were strongly correlated, and phonological skill in both LI and L2 was correlated with L2 reading and contributed a unique variance to L2 reading, even though the children's LI was not written in an alphabetic orthography, whereas the 2nd language had an alphabetic orthography. This research adds to a growing body of evidence for cross-language transfer of phonological processing in L2 learning of English-as-a-Second-Language students. DOI: 10.5353/th_b3871083 Subjects: English language - Phonology English language - Study and teaching - Korean speakers English language - Study and teaching - Cantonese speakers

Download or read book Phonological Awareness and the Ability to Read English as a Second Language written by Ka-man Kwok and published by . This book was released on 2006 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Language and Literacy written by C. Addison Stone and published by Guilford Publications. This book was released on 2013-09-24 with total page 736 pages. Available in PDF, EPUB and Kindle. Book excerpt: An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related processes on K-12 literacy learning, with attention to cognitive, neurobiological, sociocultural, and instructional issues. Approaches to achieving optimal learning outcomes with diverse students are reviewed. The volume presents research-based practices for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling. New to This Edition *Chapters on digital literacy, disciplinary literacy, and integrative research designs. *Chapters on bilingualism, response to intervention, and English language learners. *Incorporates nearly a decade's worth of empirical and theoretical advances. *Numerous prior edition chapters have been completely rewritten.