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Article: Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children

TitleEffects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children
Authors
KeywordsBiliteracy
Chinese Esl Children
English Reading
Phonological Awareness Instruction
Issue Date2013
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0922-4777
Citation
Reading And Writing, 2013, v. 26 n. 5, p. 681-704 How to Cite?
AbstractThis study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme 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 when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. © 2012 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/175520
ISSN
2015 Impact Factor: 1.308
2015 SCImago Journal Rankings: 1.332
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYeung, SSSen_US
dc.contributor.authorSiegel, LSen_US
dc.contributor.authorChan, CKKen_US
dc.date.accessioned2012-11-26T08:59:03Z-
dc.date.available2012-11-26T08:59:03Z-
dc.date.issued2013en_US
dc.identifier.citationReading And Writing, 2013, v. 26 n. 5, p. 681-704en_US
dc.identifier.issn0922-4777en_US
dc.identifier.urihttp://hdl.handle.net/10722/175520-
dc.description.abstractThis study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme 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 when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. © 2012 The Author(s).en_US
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0922-4777en_US
dc.relation.ispartofReading and Writingen_US
dc.subjectBiliteracyen_US
dc.subjectChinese Esl Childrenen_US
dc.subjectEnglish Readingen_US
dc.subjectPhonological Awareness Instructionen_US
dc.titleEffects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL childrenen_US
dc.typeArticleen_US
dc.identifier.emailChan, CKK: ckkchan@hku.hken_US
dc.identifier.authorityChan, CKK=rp00891en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/s11145-012-9383-6en_US
dc.identifier.scopuseid_2-s2.0-84876682291en_US
dc.identifier.spage681en_US
dc.identifier.epage704en_US
dc.identifier.isiWOS:000319773900004-
dc.publisher.placeNetherlandsen_US
dc.identifier.scopusauthoridYeung, SSS=55222136400en_US
dc.identifier.scopusauthoridSiegel, LS=7103387695en_US
dc.identifier.scopusauthoridChan, CKK=27170802100en_US
dc.identifier.citeulike10719007-

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