File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1080/10409289.2010.530478
- Scopus: eid_2-s2.0-84863496005
- WOS: WOS:000305631300003
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: A Comparison of Phonological Awareness, Lexical Compounding, and Homophone Training for Chinese Word Reading in Hong Kong Kindergartners
| Title | A Comparison of Phonological Awareness, Lexical Compounding, and Homophone Training for Chinese Word Reading in Hong Kong Kindergartners |
|---|---|
| Authors | |
| Issue Date | 2012 |
| Citation | Early Education and Development, 2012, v. 23, n. 4, p. 475-492 How to Cite? |
| Abstract | Research Findings: In this study, 88 kindergartners received special training in lexical compounding, homophone awareness, or phonological awareness or were assigned to a control condition over a period of approximately 2 months, with 20-min lessons administered twice per week. Chinese word reading improved significantly more in the lexical compounding group as compared to the other groups. Vocabulary knowledge also showed a trend toward improvement in this group (p <.08) and improved significantly in the homophone group. Although phonological awareness improved most in the phonological awareness training group, this group showed no reading or vocabulary improvements relative to the other groups. Practice or Policy: The results underscore the importance of morphological awareness training for both word reading and vocabulary knowledge in young Chinese children. © 2012 Copyright Taylor and Francis Group, LLC. |
| Persistent Identifier | http://hdl.handle.net/10722/262598 |
| ISSN | 2021 Impact Factor: 2.115 2020 SCImago Journal Rankings: 1.036 |
| ISI Accession Number ID |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Zhou, Yan Ling | - |
| dc.contributor.author | McBride-Chang, Catherine | - |
| dc.contributor.author | Fong, Cathy Y.C. | - |
| dc.contributor.author | Wong, Terry T.Y. | - |
| dc.contributor.author | Cheung, Sum Kwing | - |
| dc.date.accessioned | 2018-10-08T02:46:30Z | - |
| dc.date.available | 2018-10-08T02:46:30Z | - |
| dc.date.issued | 2012 | - |
| dc.identifier.citation | Early Education and Development, 2012, v. 23, n. 4, p. 475-492 | - |
| dc.identifier.issn | 1040-9289 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/262598 | - |
| dc.description.abstract | Research Findings: In this study, 88 kindergartners received special training in lexical compounding, homophone awareness, or phonological awareness or were assigned to a control condition over a period of approximately 2 months, with 20-min lessons administered twice per week. Chinese word reading improved significantly more in the lexical compounding group as compared to the other groups. Vocabulary knowledge also showed a trend toward improvement in this group (p <.08) and improved significantly in the homophone group. Although phonological awareness improved most in the phonological awareness training group, this group showed no reading or vocabulary improvements relative to the other groups. Practice or Policy: The results underscore the importance of morphological awareness training for both word reading and vocabulary knowledge in young Chinese children. © 2012 Copyright Taylor and Francis Group, LLC. | - |
| dc.language | eng | - |
| dc.relation.ispartof | Early Education and Development | - |
| dc.title | A Comparison of Phonological Awareness, Lexical Compounding, and Homophone Training for Chinese Word Reading in Hong Kong Kindergartners | - |
| dc.type | Article | - |
| dc.description.nature | link_to_subscribed_fulltext | - |
| dc.identifier.doi | 10.1080/10409289.2010.530478 | - |
| dc.identifier.scopus | eid_2-s2.0-84863496005 | - |
| dc.identifier.volume | 23 | - |
| dc.identifier.issue | 4 | - |
| dc.identifier.spage | 475 | - |
| dc.identifier.epage | 492 | - |
| dc.identifier.isi | WOS:000305631300003 | - |
| dc.identifier.issnl | 1040-9289 | - |