Abstract
Many research studies on English reading support that phonological awareness is crucial to reading success. This paper reports about a study which examined the effect of phonological awareness training in English reading among Hong Kong children who learn English as their second language. Participants were 5-year old children studying the last year of preschool education, the year before formal primary schooling. Children in the experimental group (184) received phonological awareness training for about 6 months while the children in the control group (166) were taught with their original English curriculum. Children in the experimental group performed significantly better in both reading–related tasks (picture naming and word reading) and reading-related skills (rhyme detection and phoneme identification). The findings indicate that phonological awareness training is beneficial to the development of English reading skills among Hong Kong children.
| Original language | English |
|---|---|
| Publication status | Published - Jun 2005 |
| Event | The 12th Annual Meeting of Society for the Scientific Study of Reading Conference - Toronto, Canada Duration: 24 Jun 2005 → 26 Jun 2005 https://www.triplesr.org/twelfth-annual-meeting |
Conference
| Conference | The 12th Annual Meeting of Society for the Scientific Study of Reading Conference |
|---|---|
| Abbreviated title | SSSR 2005 |
| Country/Territory | Canada |
| City | Toronto |
| Period | 24/06/05 → 26/06/05 |
| Internet address |
Citation
Au, M.-L., & Linda, S. (2005, June). The effectiveness of phonological awareness training in English reading among Hong Kong children. Paper presented at the 12th Annual Meeting of Society for the Scientific Study of Reading Conference, Toronto, Canada.Keywords
- Theory and Practice of Teaching and Learning