Mother–child joint writing in Chinese kindergarteners: Metalinguistic awareness, maternal mediation and literacy acquisition

Dan LIN, Catherine MCBRIDE-CHANG, Dorit ARAM, Iris LEVIN

Research output: Contribution to journalArticles

21 Citations (Scopus)

Abstract

The present study examined the relations of Chinese word reading and writing to both maternal mediation of writing and a number of metalinguistic and cognitive skills in 63 Hong Kong Chinese kindergarteners. The whole process of maternal mediation of writing, in which mothers individually facilitated their children's writing of 12 two-character words in their own ways, was videotaped. This study replicated and extended previous work on the cognitive strategies mothers use to help children in writing Chinese words. Mothers' typical mediation strategies were positively and significantly associated with both children's independent word reading and writing. In addition, maternal mediation of writing was uniquely associated with Chinese word reading, but not word writing, even with metalinguistic and cognitive skills, including phonological awareness, morphological awareness, orthographic processing and visual knowledge, statistically controlled. Findings underscore the importance of mothers' early scaffolding in facilitating children's literacy acquisition. Copyright © 2010 United Kingdom Literacy Association.
Original languageEnglish
Pages (from-to)426-442
JournalJournal of Research in Reading
Volume34
Issue number4
DOIs
Publication statusPublished - Nov 2011

Citation

Lin, D., McBride-Chang, C., Aram, D., & Levin, I. (2011). Mother–child joint writing in Chinese kindergarteners: Metalinguistic awareness, maternal mediation and literacy acquisition. Journal of Research in Reading, 34(4), 426-442. doi: 10.1111/j.1467-9817.2010.01446.x

Keywords

  • Alt. title: Mother–child joint writing in Chinese kindergarten children: Metalinguistic awareness, maternal mediation, and literacy acquisition

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