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Article: Longitudinal predictors of very early chinese literacy acquisition

TitleLongitudinal predictors of very early chinese literacy acquisition
Authors
Issue Date2011
PublisherBlackwell Publishing Ltd. The Journal's website is located at http://ca.wiley.com/WileyCDA/WileyTitle/productCd-JRIR.html
Citation
Journal Of Research In Reading, 2011, v. 34 n. 3, p. 315-332 How to Cite?
AbstractThis 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. © 2011 UKLA.
Persistent Identifierhttp://hdl.handle.net/10722/141745
ISSN
2015 Impact Factor: 0.917
2015 SCImago Journal Rankings: 0.829
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTong, Xen_HK
dc.contributor.authorMcbrideChang, Cen_HK
dc.contributor.authorWong, AMYen_HK
dc.contributor.authorShu, Hen_HK
dc.contributor.authorReitsma, Pen_HK
dc.contributor.authorRispens, Jen_HK
dc.date.accessioned2011-09-27T03:00:06Z-
dc.date.available2011-09-27T03:00:06Z-
dc.date.issued2011en_HK
dc.identifier.citationJournal Of Research In Reading, 2011, v. 34 n. 3, p. 315-332en_HK
dc.identifier.issn0141-0423en_HK
dc.identifier.urihttp://hdl.handle.net/10722/141745-
dc.description.abstractThis 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. © 2011 UKLA.en_HK
dc.languageengen_US
dc.publisherBlackwell Publishing Ltd. The Journal's website is located at http://ca.wiley.com/WileyCDA/WileyTitle/productCd-JRIR.htmlen_US
dc.relation.ispartofJournal of Research in Readingen_HK
dc.titleLongitudinal predictors of very early chinese literacy acquisitionen_HK
dc.typeArticleen_HK
dc.identifier.emailTong, X: xltong@hku.hken_HK
dc.identifier.emailWong, AMY: amywong@hku.hken_HK
dc.identifier.authorityTong, X=rp01546en_HK
dc.identifier.authorityWong, AMY=rp00973en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1111/j.1467-9817.2009.01426.xen_HK
dc.identifier.scopuseid_2-s2.0-79960352909en_HK
dc.identifier.hkuros193815-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79960352909&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume34en_HK
dc.identifier.issue3en_HK
dc.identifier.spage315en_HK
dc.identifier.epage332en_HK
dc.identifier.eissn1467-9817-
dc.identifier.isiWOS:000292741500004-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridTong, X=24401758100en_HK
dc.identifier.scopusauthoridMcbrideChang, C=7003801617en_HK
dc.identifier.scopusauthoridWong, AMY=7403147564en_HK
dc.identifier.scopusauthoridShu, H=7203086826en_HK
dc.identifier.scopusauthoridReitsma, P=7006758966en_HK
dc.identifier.scopusauthoridRispens, J=6701860419en_HK
dc.identifier.citeulike9552190-

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