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Conference Paper: Learning To Read And Spell In English Among Chinese English-as-a-second-language Learners In Hong Kong
| Title | Learning To Read And Spell In English Among Chinese English-as-a-second-language Learners In Hong Kong |
|---|---|
| Authors | |
| Issue Date | 2007 |
| Publisher | Society for the Scientific Study of Reading |
| Citation | Society for the Scientific Study of Reading 14th Annual Meeting, Prague, Czech Republic, 12-14 July 2007 How to Cite? |
| Abstract | 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 cognitive-linguistic and language proficiency measures. Results showed that (1) rapid naming ability is more important than phonological awareness in learning to read and spell English among the younger participants; (2) visual-orthographic skills played a more important role in English spelling than in English reading among the more advanced learners, contradicting Frith's (1985) prediction. |
| Persistent Identifier | http://hdl.handle.net/10722/110037 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Yeung, PS | en_HK |
| dc.date.accessioned | 2010-09-26T01:48:27Z | - |
| dc.date.available | 2010-09-26T01:48:27Z | - |
| dc.date.issued | 2007 | en_HK |
| dc.identifier.citation | Society for the Scientific Study of Reading 14th Annual Meeting, Prague, Czech Republic, 12-14 July 2007 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/110037 | - |
| dc.description.abstract | 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 cognitive-linguistic and language proficiency measures. Results showed that (1) rapid naming ability is more important than phonological awareness in learning to read and spell English among the younger participants; (2) visual-orthographic skills played a more important role in English spelling than in English reading among the more advanced learners, contradicting Frith's (1985) prediction. | - |
| dc.language | eng | en_HK |
| dc.publisher | Society for the Scientific Study of Reading | - |
| dc.relation.ispartof | Annual Meeting of the Society for the Scientific Study of Reading, SSSR 2007 | en_HK |
| dc.title | Learning To Read And Spell In English Among Chinese English-as-a-second-language Learners In Hong Kong | en_HK |
| dc.type | Conference_Paper | en_HK |
| dc.identifier.email | Yeung, PS: psyeungc@graduate.hku.hk | en_HK |
| dc.identifier.authority | Yeung, PS=rp00641 | en_HK |
| dc.identifier.hkuros | 133659 | en_HK |