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Article: Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children

TitleTransfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children
Authors
KeywordsBiliteracy development
Cognitive skills transfer
Orthographic skills
Phonological awareness
Rapid automatized naming
Issue Date2009
PublisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych
Citation
Contemporary Educational Psychology, 2009, v. 34 n. 2, p. 103-112 How to Cite?
AbstractThis study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant correlations between Chinese and English measures in phonological awareness and rapid naming, but not in orthographic skills; (b) significant unique contribution of Chinese and English rapid naming skills and English rhyme awareness for predicting Chinese word reading after controlling for all the Chinese and English cognitive measures; (c) significant unique contribution of English phonological skills and Chinese orthographic skills (a negative one) for predicting English word reading after controlling for all the English and Chinese cognitive measures; and (d) significant unique contribution of Chinese rhyme awareness for predicting English phonemic awareness. These findings provide initial evidence that developing reading-related cognitive skills in English may have facilitative effects on Chinese word reading development. They also suggest that Chinese orthographic skills or tactics may not be helpful for learning to read English words among ESL learners; and that Chinese rhyme awareness facilitates the development of English phonemic awareness which is an essential skill predicting ESL learning. © 2008 Elsevier Inc. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/60751
ISSN
2015 Impact Factor: 2.492
2015 SCImago Journal Rankings: 1.426
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKeung, YCen_HK
dc.contributor.authorHo, CSHen_HK
dc.date.accessioned2010-05-31T04:17:46Z-
dc.date.available2010-05-31T04:17:46Z-
dc.date.issued2009en_HK
dc.identifier.citationContemporary Educational Psychology, 2009, v. 34 n. 2, p. 103-112en_HK
dc.identifier.issn0361-476Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/60751-
dc.description.abstractThis study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant correlations between Chinese and English measures in phonological awareness and rapid naming, but not in orthographic skills; (b) significant unique contribution of Chinese and English rapid naming skills and English rhyme awareness for predicting Chinese word reading after controlling for all the Chinese and English cognitive measures; (c) significant unique contribution of English phonological skills and Chinese orthographic skills (a negative one) for predicting English word reading after controlling for all the English and Chinese cognitive measures; and (d) significant unique contribution of Chinese rhyme awareness for predicting English phonemic awareness. These findings provide initial evidence that developing reading-related cognitive skills in English may have facilitative effects on Chinese word reading development. They also suggest that Chinese orthographic skills or tactics may not be helpful for learning to read English words among ESL learners; and that Chinese rhyme awareness facilitates the development of English phonemic awareness which is an essential skill predicting ESL learning. © 2008 Elsevier Inc. All rights reserved.en_HK
dc.languageengen_HK
dc.publisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsychen_HK
dc.relation.ispartofContemporary Educational Psychologyen_HK
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Contemporary Educational Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Contemporary Educational Psychology, 2009, v. 34 n. 2, p. 103-112. DOI: http://dx.doi.org/10.1016/j.cedpsych.2008.11.001-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectBiliteracy developmenten_HK
dc.subjectCognitive skills transferen_HK
dc.subjectOrthographic skillsen_HK
dc.subjectPhonological awarenessen_HK
dc.subjectRapid automatized namingen_HK
dc.titleTransfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school childrenen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0361-476X&volume=34&issue=2&spage=103&epage=112&date=2009&atitle=Transfer+of+reading-related+cognitive+skills+in+learning+to+read+Chinese+(L1)+and+English+(L2)+among+Chinese+elementary+school+childrenen_HK
dc.identifier.emailHo, CSH:shhoc@hkucc.hku.hken_HK
dc.identifier.authorityHo, CSH=rp00631en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.cedpsych.2008.11.001en_HK
dc.identifier.scopuseid_2-s2.0-62349095817en_HK
dc.identifier.hkuros160003en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-62349095817&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume34en_HK
dc.identifier.issue2en_HK
dc.identifier.spage103en_HK
dc.identifier.epage112en_HK
dc.identifier.eissn1090-2384-
dc.identifier.isiWOS:000264834500001-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridKeung, YC=25928420100en_HK
dc.identifier.scopusauthoridHo, CSH=35095289900en_HK
dc.identifier.citeulike5241982-

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