Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language

Research output: Contribution to journalArticles

4 Citations (Scopus)

Abstract

The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents completed a questionnaire about home literacy practices. Results showed that these practices can be classified into three aspects: shared reading, exposure to English materials and home teaching. Shared reading uniquely predicted receptive and expressive vocabulary, syllable awareness and word reading in English. Exposure to English materials predicted expressive vocabulary and home teaching predicted letter knowledge. Copyright © 2015 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)92-120
JournalReading Psychology
Volume37
Issue number1
Early online dateApr 2015
DOIs
Publication statusPublished - 2016

Citation

Yeung, S. S., & King, R. B. (2016). Home literacy environment and English language and literacy skills among Chinese young children who learn English as a second language. Reading Psychology, 37(1), 92-120.

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