Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language.

By Bonnie Wing-Yin Chow, C. McBride-Chang, Stephen R. Burgess. 2005

258 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/22a312db92ce2ec8328c2ce7aebde58719c624a5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. C. McBride-Chang
2. George K. Georgiou
3. Catherine McBride
4. Hua Shu
5. A. Wong
6. Hongyun Liu
7. Hong Li
8. X. Tong

In Statistics and Probability

1. C. McBride-Chang
2. Hua Shu
3. Catherine McBride
4. George K. Georgiou
5. A. Wong
6. X. Tong
7. Hongyun Liu
8. Hong Li

Citations in the corpus

• Rapid naming speed and reading across languages that vary in orthographic consistency (2008, background): “... et al., 2005) as well as in inconsistent orthographies (e.g., English: Blachman, 1984; Bowers, 1995; Compton, 2003; Kirby, Parrila, & Pfeiffer, 2003; Manis, Doi, & Bhadha, 2000; McBride-Chang & Manis, 1996; Parrila, Kirby, & McQuarrie, 2004; Savage & Frederickson, 2005; Schatschneider, Fletcher,”
• Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (2008, result): “It has also been established in a number of recent studies involving a Chinese–English contrast (eg, Chow, McBride-Chang, & Burgess, 2005 ; Gottardo et al, 2001 ; M.”
• The Home Literacy Environment and Preschool Children's Reading Skills and Interest (2014, background): “In a Hong Kong study that examined the reading acquisition of kindergartners, Chow et al. (2010) noted that”
• How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children (2017, background): “…are somewhat similar to results from previous studies where strong associations among phonological awareness, reading in English (Chow et al., 2005; Saiegh-Haddad & geva, 2008), Chinese (Chow et al., 2005; McBrideChang & Ho, 2005) and mathematics (Jordan, Mulhern, & Wylie, 2009) were found.”
• Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills. (2012, methodology): “This script use may sensitise them to heightened visual skills relative to those reading traditional script very early (e.g. McBride-Chang, Chow et al., 2005).”
• Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners (2009, result): “Our results are in line with past findings of the links between Chinese phonological skills and English reading abilities among Chinese children (e.g. Chow et al., 2005; Gottardo et al., 2001), and further extend these studies by demonstrating causality with an intervention design.”
• Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “Chinese children’s English reading (e.g., Chow, McBride-Chang, & Burgess, 2005 ) and also that orthographic knowledge transfers to English word reading among Hong Kong Chinese children (Cheung et al., 2007).”
• Rapid naming speed and Chinese character recognition (2008, background): “Existing studies with Chinese speaking subjects have shown that RAN Objects and RAN Digits, the two tasks used in most studies, correlate significantly with character recognition among kindergarten, first-grade, and second-grade students from Taiwan, Hong Kong, and China ( Chow, McBride-Chang, & Bur”