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ERIC Number: EJ783070
Record Type: Journal
Publication Date: 2008-Jan
Pages: 12
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0012-1649
Dialogic Reading and Morphology Training in Chinese Children: Effects on Language and Literacy
Chow, Bonnie Wing-Yin; McBride-Chang, Catherine; Cheung, Him; Chow, Celia Sze-Lok
Developmental Psychology, v44 n1 p233-244 Jan 2008
This study investigates the effects of parent-child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DR + MT), dialogic reading (DR), typical reading, or control condition. After a 12-week intervention period, the DR intervention yielded greater gains in vocabulary, and the DR + MT intervention yielded greater improvement in character recognition and morphological awareness. Both interventions enhanced children's reading interest. Results confirm that different home literacy approaches influence children's oral and written language skills differently: Shared book reading promotes language development, whereas parents' explicit metalinguistic training within a shared book reading context better prepares children for learning to read.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong