File Download
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1016/j.cedpsych.2008.11.001
- Scopus: eid_2-s2.0-62349095817
- WOS: WOS:000264834500001
- Find via
Supplementary
-
Bookmarks:
- CiteULike: 1
- Citations:
- Appears in Collections:
Article: Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children
Title | Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children |
---|---|
Authors | |
Keywords | Biliteracy development Cognitive skills transfer Orthographic skills Phonological awareness Rapid automatized naming |
Issue Date | 2009 |
Publisher | Academic 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? |
Abstract | This 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 Identifier | http://hdl.handle.net/10722/60751 |
ISSN | 2023 Impact Factor: 3.9 2023 SCImago Journal Rankings: 3.863 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Keung, YC | en_HK |
dc.contributor.author | Ho, CSH | en_HK |
dc.date.accessioned | 2010-05-31T04:17:46Z | - |
dc.date.available | 2010-05-31T04:17:46Z | - |
dc.date.issued | 2009 | en_HK |
dc.identifier.citation | Contemporary Educational Psychology, 2009, v. 34 n. 2, p. 103-112 | en_HK |
dc.identifier.issn | 0361-476X | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/60751 | - |
dc.description.abstract | This 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.language | eng | en_HK |
dc.publisher | Academic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych | en_HK |
dc.relation.ispartof | Contemporary Educational Psychology | en_HK |
dc.rights | NOTICE: 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.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Biliteracy development | en_HK |
dc.subject | Cognitive skills transfer | en_HK |
dc.subject | Orthographic skills | en_HK |
dc.subject | Phonological awareness | en_HK |
dc.subject | Rapid automatized naming | en_HK |
dc.title | Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children | en_HK |
dc.type | Article | en_HK |
dc.identifier.openurl | http://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+children | en_HK |
dc.identifier.email | Ho, CSH:shhoc@hkucc.hku.hk | en_HK |
dc.identifier.authority | Ho, CSH=rp00631 | en_HK |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1016/j.cedpsych.2008.11.001 | en_HK |
dc.identifier.scopus | eid_2-s2.0-62349095817 | en_HK |
dc.identifier.hkuros | 160003 | en_HK |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-62349095817&selection=ref&src=s&origin=recordpage | en_HK |
dc.identifier.volume | 34 | en_HK |
dc.identifier.issue | 2 | en_HK |
dc.identifier.spage | 103 | en_HK |
dc.identifier.epage | 112 | en_HK |
dc.identifier.eissn | 1090-2384 | - |
dc.identifier.isi | WOS:000264834500001 | - |
dc.publisher.place | United States | en_HK |
dc.identifier.scopusauthorid | Keung, YC=25928420100 | en_HK |
dc.identifier.scopusauthorid | Ho, CSH=35095289900 | en_HK |
dc.identifier.citeulike | 5241982 | - |
dc.identifier.issnl | 0361-476X | - |