File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)

Article: Promoting Chinese Literacy in South Asian Preschoolers and their Mothers in Hong Kong: An Intervention Study

TitlePromoting Chinese Literacy in South Asian Preschoolers and their Mothers in Hong Kong: An Intervention Study
Authors
KeywordsPhonological Awareness
Word Reading
Dyslexium
Issue Date2020
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/heed20
Citation
Early Education and Development, 2020, v. 31 n. 4, p. 561-581 How to Cite?
AbstractResearch Findings: This study evaluated the impact of Chinese literacy interventions on Chinese language learning of South Asian children and their mothers in Hong Kong. A total of 44 children and eight of their mothers participated in Chinese literacy interventions that consisted of two approaches – Copying and Morphological Awareness Training (CMAT) and Integrative Perceptual Approach (IPA). Children in the intervention group who underwent four weeks of CMAT followed by four weeks of IPA were compared to a control group of 29 children who only attended regular Chinese classes in their preschools. After controlling for non-verbal intelligence, ANCOVA analyses revealed that the intervention group did significantly better than the control group at posttest in (i) morphological awareness, word reading and writing when taught using CMAT; and (ii) word reading when taught using IPA. Mothers made gains on most Chinese literacy measures and children whose mothers participated in the intervention had higher gains in mean scores relative to their pretest scores on most measures than those whose mothers did not, suggesting the effectiveness of combined child and parent interventions. Practice or Policy: Findings support the development of evidence-based interventions to cater to the language learning needs of SA children and parents.
Persistent Identifierhttp://hdl.handle.net/10722/283237
ISSN
2021 Impact Factor: 2.115
2020 SCImago Journal Rankings: 1.036
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLau, C-
dc.contributor.authorWang, Y-
dc.contributor.authorChan, SWY-
dc.contributor.authorChen, EE-
dc.contributor.authorMcBride, C-
dc.contributor.authorTse, SK-
dc.contributor.authorRichards, BD-
dc.contributor.authorRao, N-
dc.date.accessioned2020-06-22T02:53:56Z-
dc.date.available2020-06-22T02:53:56Z-
dc.date.issued2020-
dc.identifier.citationEarly Education and Development, 2020, v. 31 n. 4, p. 561-581-
dc.identifier.issn1040-9289-
dc.identifier.urihttp://hdl.handle.net/10722/283237-
dc.description.abstractResearch Findings: This study evaluated the impact of Chinese literacy interventions on Chinese language learning of South Asian children and their mothers in Hong Kong. A total of 44 children and eight of their mothers participated in Chinese literacy interventions that consisted of two approaches – Copying and Morphological Awareness Training (CMAT) and Integrative Perceptual Approach (IPA). Children in the intervention group who underwent four weeks of CMAT followed by four weeks of IPA were compared to a control group of 29 children who only attended regular Chinese classes in their preschools. After controlling for non-verbal intelligence, ANCOVA analyses revealed that the intervention group did significantly better than the control group at posttest in (i) morphological awareness, word reading and writing when taught using CMAT; and (ii) word reading when taught using IPA. Mothers made gains on most Chinese literacy measures and children whose mothers participated in the intervention had higher gains in mean scores relative to their pretest scores on most measures than those whose mothers did not, suggesting the effectiveness of combined child and parent interventions. Practice or Policy: Findings support the development of evidence-based interventions to cater to the language learning needs of SA children and parents.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/heed20-
dc.relation.ispartofEarly Education and Development-
dc.subjectPhonological Awareness-
dc.subjectWord Reading-
dc.subjectDyslexium-
dc.titlePromoting Chinese Literacy in South Asian Preschoolers and their Mothers in Hong Kong: An Intervention Study-
dc.typeArticle-
dc.identifier.emailLau, C: carriegl@hku.hk-
dc.identifier.emailChan, SWY: swychan@hku.hk-
dc.identifier.emailTse, SK: sktse@hku.hk-
dc.identifier.emailRichards, BD: benrich@hku.hk-
dc.identifier.emailRao, N: nrao@hku.hk-
dc.identifier.authorityLau, C=rp02003-
dc.identifier.authorityTse, SK=rp00964-
dc.identifier.authorityRichards, BD=rp02400-
dc.identifier.authorityRao, N=rp00953-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/10409289.2019.1690341-
dc.identifier.scopuseid_2-s2.0-85075169295-
dc.identifier.hkuros310400-
dc.identifier.volume31-
dc.identifier.issue4-
dc.identifier.spage561-
dc.identifier.epage581-
dc.identifier.isiWOS:000497014100001-
dc.publisher.placeUnited States-
dc.identifier.issnl1040-9289-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats