A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergarteners

Yanling ZHOU, Catherine MCBRIDE-CHANG, Cathy Y.-C. FONG, Tin Yau Terry WONG, Sum Kwing CHEUNG

Research output: Contribution to journalArticles

23 Citations (Scopus)

Abstract

Research Findings: In this study, 88 kindergartners received special training in lexical compounding, homophone awareness, or phonological awareness or were assigned to a control condition over a period of approximately 2 months, with 20-min lessons administered twice per week. Chinese word reading improved significantly more in the lexical compounding group as compared to the other groups. Vocabulary knowledge also showed a trend toward improvement in this group (p < .08) and improved significantly in the homophone group. Although phonological awareness improved most in the phonological awareness training group, this group showed no reading or vocabulary improvements relative to the other groups. Practice or Policy: The results underscore the importance of morphological awareness training for both word reading and vocabulary knowledge in young Chinese children. Copyright © 2012 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)475-492
JournalEarly Education and Development
Volume23
Issue number4
Early online dateJun 2012
DOIs
Publication statusPublished - 2012

Citation

Zhou, Y.-L., McBride-Chang, C., Fong, C. Y.-C., Wong, T. T.-Y., & Cheung, S. K. (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergarteners. Early Education and Development, 23(4), 475-492. doi: 10.1080/10409289.2010.530478

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