Dialogic reading and morphology training in Chinese children: Effects on language and literacy

Bonnie Wing-Yin CHOW, Catherine MCBRIDE-CHANG, Him CHEUNG, Celia Sze-Lok CHOW

Research output: Contribution to journalArticles

112 Citations (Scopus)

Abstract

This 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. Copyright © 2008 by the American Psychological Association.

Original languageEnglish
Pages (from-to)233-244
JournalDevelopmental Psychology
Volume44
Issue number1
DOIs
Publication statusPublished - Jan 2008

Citation

Chow, B. W.-Y., McBride-Chang, C., Cheung, H., & Chow, C. S.-L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233-244. doi: 10.1037/0012-1649.44.1.233

Keywords

  • Dialogic reading
  • Morphological training
  • Vocabulary
  • Character recognition

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