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ERIC Number: EJ1126547
Record Type: Journal
Publication Date: 2017-Jan
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0922-4777
The Pathway to English Word Reading in Chinese ESL Children: The Role of Spelling
Lin, Dan; Liu, Yingyi; Sun, Huilin; Wong, Richard Kwok; Yeung, Susanna Siu-sze
Reading and Writing: An Interdisciplinary Journal, v30 n1 p87-103 Jan 2017
The present longitudinal study investigated the role of spelling as a bridge between various reading-related predictors and English word reading in Chinese children learning English as a Second Language (ESL). One hundred and forty-one 5-year-old kindergarten children from Hong Kong, whose first language (L1) was Cantonese and second language (L2) was English, were administered tests of phonological awareness, letter knowledge, English vocabulary, spelling and English word reading at three time points (T1, T2 and T3) at 3-month intervals over a 6-month period. Nonverbal IQ was included as a control variable. The results showed that phonological awareness, letter knowledge and English vocabulary at T1 all predicted English word reading (T3) through spelling (T2). Further mediation analyses showed that, for phonological awareness and English vocabulary, full mediation effects were found. For letter knowledge, a partial mediation effect was observed. These results suggest that, in Chinese ESL kindergarteners, reading-related predictors foster word reading via spelling, a process that intersects phonology, orthography and semantics. Practical implications of these findings were also discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A