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postgraduate thesis: Effects of paired reading with morphological and orthographic components on word reading performance of Chinese kindergarteners with special educational needs
| Title | Effects of paired reading with morphological and orthographic components on word reading performance of Chinese kindergarteners with special educational needs |
|---|---|
| Authors | |
| Issue Date | 2020 |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Citation | Lam, L. C. [林朗晋]. (2020). Effects of paired reading with morphological and orthographic components on word reading performance of Chinese kindergarteners with special educational needs. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
| Abstract | The present study investigated the effects of paired reading with morphological and
orthographic components on Chinese kindergarteners with special educational needs. 22 Hong
Kong Chinese kindergarteners with special educational needs received the paired reading
programme and 23 Hong Kong Chinese kindergarteners with special educational needs were
assigned to a control condition. After a 10-lesson intervention over seven months, Chinese
word reading performance was improved significantly in the experimental group as compared
to the control group. Morphological awareness, semantic knowledge of radicals, and positional
knowledge of semantic radicals were also improved significantly in the experimental group.
However, this group showed no significant improvement in the understanding of Chinese
character structure as measured by lexical decision when compared with the control group. The
findings demonstrate the effectiveness of the paired reading programme in enhancing
kindergarteners’ word reading performance. They also indicate the importance of explicit
morphological and orthographic instruction which equipped kindergarteners with special
educational needs with important foundational skills for their word reading development.
|
| Degree | Master of Social Sciences |
| Subject | Reading (Kindergarten) Children with disabilities - Language |
| Dept/Program | Educational Psychology |
| Persistent Identifier | http://hdl.handle.net/10722/310834 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Lam, Long Chun | - |
| dc.contributor.author | 林朗晋 | - |
| dc.date.accessioned | 2022-02-22T15:41:50Z | - |
| dc.date.available | 2022-02-22T15:41:50Z | - |
| dc.date.issued | 2020 | - |
| dc.identifier.citation | Lam, L. C. [林朗晋]. (2020). Effects of paired reading with morphological and orthographic components on word reading performance of Chinese kindergarteners with special educational needs. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
| dc.identifier.uri | http://hdl.handle.net/10722/310834 | - |
| dc.description.abstract | The present study investigated the effects of paired reading with morphological and orthographic components on Chinese kindergarteners with special educational needs. 22 Hong Kong Chinese kindergarteners with special educational needs received the paired reading programme and 23 Hong Kong Chinese kindergarteners with special educational needs were assigned to a control condition. After a 10-lesson intervention over seven months, Chinese word reading performance was improved significantly in the experimental group as compared to the control group. Morphological awareness, semantic knowledge of radicals, and positional knowledge of semantic radicals were also improved significantly in the experimental group. However, this group showed no significant improvement in the understanding of Chinese character structure as measured by lexical decision when compared with the control group. The findings demonstrate the effectiveness of the paired reading programme in enhancing kindergarteners’ word reading performance. They also indicate the importance of explicit morphological and orthographic instruction which equipped kindergarteners with special educational needs with important foundational skills for their word reading development. | - |
| dc.language | eng | - |
| dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
| dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
| dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
| dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
| dc.subject.lcsh | Reading (Kindergarten) | - |
| dc.subject.lcsh | Children with disabilities - Language | - |
| dc.title | Effects of paired reading with morphological and orthographic components on word reading performance of Chinese kindergarteners with special educational needs | - |
| dc.type | PG_Thesis | - |
| dc.description.thesisname | Master of Social Sciences | - |
| dc.description.thesislevel | Master | - |
| dc.description.thesisdiscipline | Educational Psychology | - |
| dc.description.nature | published_or_final_version | - |
| dc.date.hkucongregation | 2020 | - |
| dc.identifier.mmsid | 991044474550103414 | - |