Dialogic reading and morphology training in Chinese children: Effects on language and literacy
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AbstractThis study investigates the effects of parent-child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DR + MT), dialogic reading (DR), typical reading, or control condition. After a 12-week intervention period, the DR intervention yielded greater gains in vocabulary, and the DR + MT intervention yielded greater improvement in character recognition and morphological awareness. Both interventions enhanced children's reading interest. Results confirm that different home literacy approaches influence children's oral and written language skills differently: Shared book reading promotes language development, whereas parents' explicit metalinguistic training within a shared book reading context better prepares children for learning to read.
All Author(s) ListChow BWY, McBride-Chang C, Cheung H, Chow CSL
Journal nameDevelopmental Psychology
Volume Number44
Issue Number1
Pages233 - 244
LanguagesEnglish-United Kingdom
Keywordscharacter recognition; dialogic reading; morphological training; vocabulary
Web of Science Subject CategoriesPsychology; Psychology, Developmental; PSYCHOLOGY, DEVELOPMENTAL

Last updated on 2020-13-10 at 00:40