Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners
By C. McBride-Chang, C. Suk-Han Ho. 2005
223 citations recorded by the source corpus.
Ninety Chinese children were tested once at age 4 and again 22 months later on phonological-processing and other reading skills. Chinese phonological-processing skills alone modestly predicted Chinese character recognition, and English letter-name knowledge uniquely predicted reading of both Chinese and English 2 years later. Furthermore, concurrently measured phonological-processing skills in Chinese, but not English, accounted for unique variance in both English and Chinese word recognition. English invented spelling was strongly associated with reading in English only, and orthographic knowledge significantly accounted for unique variance in Chinese reading only. Results suggest both universal and specific characteristics of the development of English word and Chinese character recognition among young native Chinese speakers learning to read English as a second language.
Subfields: Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/5d74c8b2c02f3b37e30d094534e36c06e0ad016d
How researchers see this paper
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In Developmental and Educational Psychology
- Gene P. Ouellette
- M. Sénéchal
- Y. Kim
- George K. Georgiou
- E. Geva
- Dorit Aram
- Katherine Strasser
- John R. Kirby
In Statistics and Probability
Citations in the corpus
- Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition (2008, unknown): “g, Huang & Hanley, 1995 ; McBride-Chang & Ho, 2005 ).”
- A Window Into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling (2008, background): “Phoneme awareness refers to the awareness of and access to phonemes within a word ( McBride-Chang & Ho, 2005 ).”
- Rapid naming speed and reading across languages that vary in orthographic consistency (2008, unknown): “... & Pfeiffer, 2003; Manis, Doi, & Bhadha, 2000; McBride-Chang & Manis, 1996; Parrila, Kirby, & McQuarrie, 2004; Savage & Frederickson, 2005; Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004; French: Plaza & Cohen, 2007, 2003), including nonalphabetic languages, such as Chinese (e.g., Ch”