Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners
Publication in refereed journal


引用次數
替代計量分析
.

其它資訊
摘要This study investigated the effects of dialogic parent-child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre-tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent-child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter-group comparisons showed nonsignificant interaction effects across time among the three groups, intra-group gains across the 12-week intervention suggested that parent-child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent-child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent-child reading in English as a second language to Chinese as a first language.
著者Chow BWY, McBride-Chang C, Cheung H
期刊名稱Journal of Research in Reading
出版年份2010
月份8
日期1
卷號33
期次3
出版社WILEY-BLACKWELL
頁次284 - 301
國際標準期刊號0141-0423
電子國際標準期刊號1467-9817
語言英式英語
Web of Science 學科類別Education & Educational Research; EDUCATION & EDUCATIONAL RESEARCH; Psychology; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

上次更新時間 2020-16-09 於 00:02