The same or different: An investigation of cognitive and metalinguistic correlates of Chinese word reading for native and non-native Chinese speaking children

Yanling ZHOU, Catherine MCBRIDE-CHANG

Research output: Contribution to conferencePaper

Abstract

We investigated cognitive and metalinguistic correlates of Chinese word reading in children with L2 Chinese learning experience and compared these to those in L1 Chinese speaking children. In total, 102 third and fourth grade children were recruited for the study. We examined a range of Chinese and English word reading related cognitive and metalinguistic skills. Compared to the native Chinese speaking group (NCSG), the non-native Chinese speaking group (NNCSG) only performed better in English vocabulary knowledge and English working memory. On Chinese word reading related skills the NNCSG performed significantly worse than the NCSG. Hierarchical regression analyses revealed that the unique correlates of Chinese word reading for both groups were Chinese vocabulary, working memory, lexical tone awareness, and orthographic skills. For the NNCS group only, visual skills were also unique correlates of word reading skills. The results suggest cognitive similarities and differences in reading among native and non-native Chinese speakers.
Original languageEnglish
Publication statusPublished - Jun 2015

Citation

Zhou, Y., & McBride, C. (2015, June). The same or different: An investigation of cognitive and metalinguistic correlates of Chinese word reading for native and non-native Chinese speaking children. Paper presented at the 2015 Quality Childhood Conference International (QCCI) Enhancing Quality Childhood Education: Synergizing Global Efforts, The Hong Kong Institute of Education, China.

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