Abstract
The poster presents a quasi-experimental study on the effects of particular types of parental involvement (i.e. parental teaching of language and literature through play) on English emergent literacy skills among EFL kindergartners in Hong Kong. Quantitative data demonstrated that parental teaching led to statistically significant differences in children’s performance on program-specific measures. Copyright © 2018 IATEFL.
| Original language | English |
|---|---|
| Publication status | Published - Apr 2018 |
| Event | The 52nd Annual International IATEFL Conference and Exhibition - Brighton, United Kingdom Duration: 10 Apr 2018 → 13 Apr 2018 |
Conference
| Conference | The 52nd Annual International IATEFL Conference and Exhibition |
|---|---|
| Country/Territory | United Kingdom |
| City | Brighton |
| Period | 10/04/18 → 13/04/18 |