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 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 Reading Development in Chinese Children written by Catherine McBride-Chang and published by Bloomsbury Publishing USA. This book was released on 2003-12-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text reviews both similarities and unique cultural, linguistic, and script differences of Chinese relative to alphabetic reading, and even across Chinese regions. Chinese reading acquisition relies upon children's strongly developing analytic skills, as highlighted here. These 16 chapters present state-of-the-art research on diverse aspects of Chinese children's reading development. This edited volume presents research on Chinese children's reading development across Chinese societies. Authors from China, Hong Kong, Singapore, and Taiwan, among others, present the latest findings on how Chinese children learn to read. Reading acquisition in Chinese involves some parameters typically not encountered in some other orthographies, such as English. For example, Chinese readers in different regions might speak different, mutually unintelligible languages, be taught to read with or without the aid of a phonetic coding system, and learn different scripts. This book both implicitly and explicitly considers these and other contextual issues in relation to developmental and cognitive factors involved in Chinese literacy acquisition. One of the clearest themes to emerge from this volume is that, across regions, Chinese children, despite lack of explicit teaching of phonetic or semantic character components, learn to read largely by integrating visible print-sound and print-meaning connections. Rather than learning to read Chinese characters by rote, as is sometimes mistakenly believed, these children are analytic learners. Chapters in this book also cover such topics as Chinese children's reading comprehension, cognitive characteristics of good and poor readers, and reading strategies of bilingual and biscriptal readers. This book is a useful reference for anyone interested in understanding either developing or skilled reading of Chinese or for those interested in literacy learning across cultures.

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 Reading Development and Difficulties in Monolingual and Bilingual Chinese Children written by Xi Chen and published by Springer Science & Business Media. This book was released on 2013-11-04 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores Chinese reading development, focusing on children in Chinese societies and bilingual Chinese-speaking children in Western societies. The book is structured around four themes: psycholinguistic study of reading, reading disability, bilingual and biliteracy development, and Chinese children’s literature. It discusses issues that are pertinent to improving language and literacy development, and complex cognitive, linguistic, and socio-cultural factors that underlie language and literacy development. In addition, the book identifies instructional practices that can enhance literacy development and academic achievement. This volume offers an integrative framework of Chinese reading, and deepens our understanding of the intricate processes that underlie Chinese children’s literacy development. It promotes research in reading Chinese and celebrates the distinguished and longstanding career of Richard C. Anderson.

Download or read book Chinese Children s Reading Acquisition written by Wenling Li and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published research and conference presentations on the Chinese language in the last decade have tended to focus on adult language processing. This book provides a comprehensive resource for the critical discussion of major issues in learning to read Chinese from a child acquisition perspective. The combined contributions from researchers in Asian studies, linguistics, psycholinguistics, psychology, cognitive psychology, reading, and education inform international comparative studies of literacy by making apparent the features of the Chinese culture, language, writing system, and pedagogy that may facilitate or impede the acquisition of literacy.

Download or read book Phonological Awareness Oral Language Proficiency and Beginning Reading Development Among Hong Kong Chinese Kindergarteners written by Siu-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, "Phonological Awareness, Oral Language Proficiency and Beginning Reading Development Among Hong Kong Chinese Kindergarteners: an Intervention Study" by Siu-sze, Yeung, 楊少詩, 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: The present research investigates the causal influence of phonological awareness and oral language proficiency on beginning reading and spelling development of Chinese kindergarteners learning English-as-a-second-language (ESL). Three inter-related studies using correlational and intervention design were conducted to examine (1) the role of phonological awareness in English reading and spelling; (2), the contribution of oral language proficiency to English reading and spelling; (3), the efficacy of the phonological awareness instruction led by kindergarten teachers in classroom settings, and (4) the cross-language associations of metalinguistic skills and reading between English and Chinese. In Study 1, 50 children from two Hong Kong ESL kindergartens were assessed on measures of general intelligence, English and Chinese phonological awareness, English and Chinese oral language proficiency, and English word reading. With age and general intelligence statistically controlled, both English oral language proficiency and English phonological awareness (phoneme awareness) accounted for unique additional variance in English word reading. In Study 2, the effects of phonological awareness instruction were examined on 59 children from two local kindergartens. The phonological awareness instruction, which taught syllable awareness and rhyme awareness, was compared to a treated control group. The instructional programme was able to enhance phonological awareness skills at the rhyme level but not at the syllable level. Word reading was not significantly different between the instructional group and the comparison group during the posttest. The results suggest that instructional programme that solely focuses on phonological awareness skills might not be able to enhance reading skills of Hong Kong Chinese ESL children. Study 3 investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young ESL kindergarteners. The children were randomly assigned to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or a comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on oral language skills, phonological awareness at varied levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest. In addition, regression analyses on both pretest and posttest data showed that phonological awareness (phoneme awareness) and oral language proficiency (expressive vocabulary) are significant predictors of English reading and spelling. Cross-language transfers of phonological awareness were found. The present research suggests that both phonological awareness, particularly phoneme awareness, and oral language p

Download or read book Phonological Skills and Learning to Read written by Usha Goswami and published by Psychology Press. This book was released on 2016-05-19 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children’s reading and spelling development: pre-school phonological knowledge of rhyme and alliteration the impact of alphabetic instruction on knowledge about phonemes links between early spelling and later reading. This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time. Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.

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 Reading Acquisition written by Philip B. Gough and published by Routledge. This book was released on 2017-11-27 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.

Download or read book Transfer of Cognitive Skills in Learning to Read Chinese L1 and English L2 Among Hk Elementary Students written by 姜源貞 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, "Transfer of Cognitive Skills in Learning to Read Chinese (L1) and English (L2) Among HK Elementary Students" by 姜源貞, Yuen-ching, Keung, 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: Cognitive-Skills Transfer in Biliteracy Development 3 Abstract This study investigated cognitive skills transfer between learning to read Chinese (L1) and English (L2) among Hong Kong elementary students. Fifty-three Primary 2 students were tested on their word-reading abilities, and their phonological, orthographic and rapid automatized naming skills in Chinese (L1) and English (L2). Results demonstrated significant correlations between Chinese (L1) and English (L2) phonological and rapid automatized naming skills but not orthographic skills. Also, Chinese (L1) phonological awareness was found to account for a significant unique amount of variance for English (L2) phonemic awareness. Surprisingly, Chinese (L1) orthographic skills apart from English (L2) phonological skills were shown to predict English (L2) word-reading ability. It might be explained that Hong Kong beginning ESL learners while developing their English phonological skills still use some Chinese tactics to assist their ESL learning. English (L2) rapid automatized naming was not found predictive of English (L2) word-reading ability. It was suspected that the English word list used was too difficult for early learners, indicating a minimum threshold of L2 word-reading proficiency necessary for the prediction possible. Key words: Cognitive skills transfer, phonological skills, orthographic skills, rapid automatized naming skills, biliteracy development DOI: 10.5353/th_b3709072 Subjects: Cognitive learning Language acquisition - China - Hong Kong

Download or read book Childhood Bilingualism written by Peggy D. McCardle and published by Multilingual Matters. This book was released on 2006-01-01 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book contains reports of research on bilingualism in infants and children as well as perspectives from those involved in cross-linguistic research on language development, literacy development in bilingual children, and psycholinguistic research on bilingualism in adults. It offers a fresh multidisciplinary perspective and next steps for research on childhood bilingualism.

Download or read book ROLE OF PHONOLOGICAL AWARENESS written by Wai-Ting Siok and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness and Visual-orthographic Skills in Chinese Reading Acquisition" by Wai-ting, Siok, 蕭慧婷, 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 Role Of Phonological Awareness And Visual-Orthographic Skills In Chinese Reading Acquisition' submitted by Siok Wai Ting for the degree of Doctor of Philosophy at the University of Hong Kong in March 2001 This study examined the role of phonological awareness and visuo- orthographic processing skills in the development of Chinese reading abilities. Research using alphabetic languages has generally shown that phonological awareness, the ability to conceive of spoken words as sequences of smaller units of sound segments, is strongly related to success in reading. In particular, phonological awareness measured at both the onset- rime and the phonemic level relates to alphabetic reading success. Written Chinese has a logographic feature where the characters map onto the morpheme and cannot be pronounced by recourse to grapheme-phoneme correspondence rules. It is likely that the nature of phonological awareness that relates to Chinese reading is different from that of English. The study recruited 154 1st to 5th graders in Beijing. Before they were taught to read Chinese characters, these subjects had learned an alphabetic script known as Hanyu Pinyin, which helps the association of a visual character form and its pronunciation in later reading acquisition. Children's performance on tests of various cognitive skills, reading ability and pinyin knowledge were examined. Specifically, phonological awareness was assessed by 4 tasks that varied in linguistic complexity (onset-rime, tonal and phonemic level) to ascertain which level of phonological units best predicts Chinese reading. These subjects were tested again one year later on measures of reading ability and pinyin knowledge to discover the longitudinal relationship of these measures with the various cognitive skills. Results using the hierarchical multiple regression and the structural equation approach showed that (1) visual skills predicted reading success at lower grades, (2) pinyin knowledge and the ability to discriminate homophonic characters were longitudinally predictive of later reading success, (3) onset-rime awareness, but not phonemic awareness, predicted Chinese reading, and (4) there was a reciprocal relationship between pinyin knowledge and reading success. These findings suggest that learning to read Chinese progresses from a logographic phase to an orthographic- phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system. Moreover, this study has demonstrated the importance and effectiveness of the adoption of pinyin as a learning tool from a psychological perspective. These findings have important implications for education in Hong Kong, where no phonetic script is adopted to aid Chinese reading, unlike reading acquisition in Taiwan or Mainland China. Learning to read Chinese in Hong Kong is painstaking, which involves tremendous amount of rote memory and writing exercises, and children have difficulties in reading Chinese texts at home as there is no guidance on how to pronounce unfamiliar Chinese characters. Without teacher's or parents' help, Hong Kong children do not know the sounds of newly encountered characters, unlike Mainland children who can read with the help of pinyin. This casts doubts on the effectiveness of using Chinese as the instruction medium in Ho

Download or read book Phonological Processing Abilities and Reading Competence written by Guangze Li and published by Peter Lang. This book was released on 2010 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally presented as the author's thesis (doctoral-National Key Research Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, June 2009)

Download or read book Biliteracy Development in Chinese and English written by Yang Luo and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Children s Literacy Development written by Catherine McBride-Chang and published by Routledge. This book was released on 2014-02-04 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: This introduction to child literacy development looks at the subject from an international perspective and is appropriate for students and professionals across a wide-range of disciplines.

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