Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children

Siu Sze YEUNG, Linda S. SIEGEL, Carol K. K. CHAN

Research output: Contribution to journalArticles

22 Citations (Scopus)

Abstract

This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language. Copyright © The Author(s) 2012.
Original languageEnglish
Pages (from-to)681-704
JournalReading and Writing
Volume26
Issue number5
Early online dateMay 2012
DOIs
Publication statusPublished - May 2013

Citation

Yeung, S. S. S., Siegel, L. S., & Chan, C. K. K. (2013). Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. Reading and Writing, 26(5), 681-704.

Keywords

  • English reading
  • Biliteracy
  • Chinese ESL children
  • Phonological awareness instruction

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