NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1051608
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0022-2194
A Tale of Two Writing Systems: Double Dissociation and Metalinguistic Transfer between Chinese and English Word Reading among Hong Kong Children
Tong, Xiuli; Tong, Xiuhong; McBride-Chang, Catherine
Journal of Learning Disabilities, v48 n2 p130-145 Mar-Apr 2015
This study investigated the rate of school-aged Chinese-English language learners at risk for reading difficulties in either Chinese or English only, or both, among second and fifth graders in Hong Kong. In addition, we examined the metalinguistic skills that distinguished those who were poor in reading Chinese from those who were poor in reading English. The prevalence of poor English readers among children identified to be poor in Chinese word recognition across the five participating schools was approximately 42% at Grade 2 and 57% at Grade 5. Across grades, children who were poor readers of both languages tended to have difficulties in phonological and morphological awareness. Poor readers of English only were found to manifest significantly poorer phonological awareness, compared to those who were poor readers of Chinese only; their average tone awareness score was also lower relative to normally developing controls. Apart from indicating possible dissociations between Chinese first language (L1) word reading and English second language (L2) word reading, these findings suggested that the degree to which different metalinguistic skills are important for reading in different writing systems may depend on the linguistic features of the particular writing system.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong