The longitudinal study sought to examine the dynamic development of cognitive skills for reading among elementary-level students in China's Mainland. Two groups of students in first （n=164, mean age=6.65 years at...The longitudinal study sought to examine the dynamic development of cognitive skills for reading among elementary-level students in China's Mainland. Two groups of students in first （n=164, mean age=6.65 years at first test） and second grade （n=202, mean age=7.73 years at first test） were followed on orthographic awareness, morphological awareness and rapid automatized naming （RAN） for two years. The children exhibited significant improvement in orthographic awareness, morphological awareness and RAN from grades 1 to 4. More importantly, to the orthographic and morphological awareness, while the children took a leap from grade 1 to 2 and grade 3 to 4, the progress developed at relatively slow rates from grade 2 to 3. In order to assure children＇s development of orthographic and morphological awareness, evidence-based orthographically and morphologically enhanced instruction is needed for Chinese children in the early elementary years, especially for those at the stage from grade 2 to 3.展开更多
Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better u...Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’CSL acquisition,so that more effective instruction can be provided.Design/Approach/Methods:A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments:orthographic awareness in identifying and utilizing character components,listening comprehension for vocabulary terms and short texts,and reading Chinese character lists with single-and two-character words.Findings:The students performed consistently across the two lists but made fewer errors when reading the two-character word list,most of which were orthographical.Multiple regression analysis showed that the students’orthographic awareness contributed significantly to their character reading.Originality/Value:The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills.Chinese classes provided for such students,and for CSL learners in general,should place greater focus on literacy training.展开更多
文摘The longitudinal study sought to examine the dynamic development of cognitive skills for reading among elementary-level students in China's Mainland. Two groups of students in first （n=164, mean age=6.65 years at first test） and second grade （n=202, mean age=7.73 years at first test） were followed on orthographic awareness, morphological awareness and rapid automatized naming （RAN） for two years. The children exhibited significant improvement in orthographic awareness, morphological awareness and RAN from grades 1 to 4. More importantly, to the orthographic and morphological awareness, while the children took a leap from grade 1 to 2 and grade 3 to 4, the progress developed at relatively slow rates from grade 2 to 3. In order to assure children＇s development of orthographic and morphological awareness, evidence-based orthographically and morphologically enhanced instruction is needed for Chinese children in the early elementary years, especially for those at the stage from grade 2 to 3.
基金a preliminary study of a research project funded by the Hong Kong Standing Committee on Language Education and Research(SCOLAR)(EDB(LE)/P&R/EL/175/11).
文摘Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’CSL acquisition,so that more effective instruction can be provided.Design/Approach/Methods:A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments:orthographic awareness in identifying and utilizing character components,listening comprehension for vocabulary terms and short texts,and reading Chinese character lists with single-and two-character words.Findings:The students performed consistently across the two lists but made fewer errors when reading the two-character word list,most of which were orthographical.Multiple regression analysis showed that the students’orthographic awareness contributed significantly to their character reading.Originality/Value:The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills.Chinese classes provided for such students,and for CSL learners in general,should place greater focus on literacy training.
