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Article: Naming speed and phonological awareness in Chinese children: Relations to reading skills

TitleNaming speed and phonological awareness in Chinese children: Relations to reading skills
Authors
KeywordsKindergartners
Hong Kong
Naming speed
Phonological awareness
Chinese character reading
Issue Date2000
PublisherHong Kong Psychological Society and Chinese University Press (香港心理學會, 中文大學出版社).
Citation
Journal of Psychology in Chinese Societies, 2000, v. 1 n. 1, p. 93-108 How to Cite?
華人心理學報, 2000, v. 1 n. 1, p. 93-108 How to Cite?
AbstractExamined how naming speed and phonological awareness may be related to reading skills among Chinese children. 80 3–4 yr old Chinese kindergarten students in Hong Kong were tested on a variety of reading-related skills, including speeded picture and number naming, phonological awareness, visual attention, visual memory, vocabulary, letter knowledge, and Chinese character reading. Results show that character recognition was significantly poorer in subgroups of children who showed either relatively poor phonological awareness, slow naming speed, or both. Slow naming speed was associated with relatively poor visual attention and letter knowledge. Findings suggest that both naming speed and phonological awareness are associated with early character recognition and that visual attention and graphological knowledge may be important components of speeded naming in young Chinese readers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Persistent Identifierhttp://hdl.handle.net/10722/89570
ISSN

 

DC FieldValueLanguage
dc.contributor.authorMcbride-Chang, Cen_HK
dc.contributor.authorHo, CSHen_HK
dc.date.accessioned2010-09-06T09:58:42Z-
dc.date.available2010-09-06T09:58:42Z-
dc.date.issued2000en_HK
dc.identifier.citationJournal of Psychology in Chinese Societies, 2000, v. 1 n. 1, p. 93-108en_HK
dc.identifier.citation華人心理學報, 2000, v. 1 n. 1, p. 93-108-
dc.identifier.issn1563-3403en_HK
dc.identifier.urihttp://hdl.handle.net/10722/89570-
dc.description.abstractExamined how naming speed and phonological awareness may be related to reading skills among Chinese children. 80 3–4 yr old Chinese kindergarten students in Hong Kong were tested on a variety of reading-related skills, including speeded picture and number naming, phonological awareness, visual attention, visual memory, vocabulary, letter knowledge, and Chinese character reading. Results show that character recognition was significantly poorer in subgroups of children who showed either relatively poor phonological awareness, slow naming speed, or both. Slow naming speed was associated with relatively poor visual attention and letter knowledge. Findings suggest that both naming speed and phonological awareness are associated with early character recognition and that visual attention and graphological knowledge may be important components of speeded naming in young Chinese readers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)-
dc.languageengen_HK
dc.publisherHong Kong Psychological Society and Chinese University Press (香港心理學會, 中文大學出版社).en_HK
dc.relation.ispartofJournal of Psychology in Chinese Societiesen_HK
dc.relation.ispartof華人心理學報-
dc.subjectKindergartners-
dc.subjectHong Kong-
dc.subjectNaming speed-
dc.subjectPhonological awareness-
dc.subjectChinese character reading-
dc.titleNaming speed and phonological awareness in Chinese children: Relations to reading skillsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1563-3403&volume=1&spage=93&epage=108&date=2000&atitle=Naming+speed+and+phonological+awareness+in+Chinese+children:+Relations+to+reading+skillsen_HK
dc.identifier.emailHo, CSH: shhoc@hkucc.hku.hken_HK
dc.identifier.authorityHo, CSH=rp00631en_HK
dc.identifier.hkuros62284en_HK
dc.identifier.volume1-
dc.identifier.issue1-
dc.identifier.spage93-
dc.identifier.epage108-
dc.publisher.placeHong Kong (香港)-

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