The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens

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Abstract

This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese-speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of 118 3- to 4-year-old L2 Chinese-speaking kindergartners were recruited for the study. These children were randomly assigned to one of three separate training groups: DR + MS, DR + MA, and DR alone as a control group: Before and after a 12-week training session, all participating children were tested on a range of Chinese words reading and writing-related skills. The DR + MS group demonstrated the strongest growth in Chinese word reading and writing skills. The DR + MA group showed a trend toward greater improvement in Chinese vocabulary knowledge. These results demonstrated enjoyable ways to develop Chinese early literacy skills. Copyright © 2021 ACTFL.
Original languageEnglish
Pages (from-to)1082-1106
JournalForeign Language Annals
Volume54
Issue number4
Early online dateSep 2021
DOIs
Publication statusPublished - 2021

Citation

Zhou, Y.-L. (2021). The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens. Foreign Language Annals, 54(4), 1082-1106. doi: 10.1111/flan.12570

Keywords

  • Chinese as a L2
  • Dialogic reading
  • Early years
  • Emergent literacy learning
  • Multisensory learning

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