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ERIC Number: EJ891022
Record Type: Journal
Publication Date: 2010-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-0141-0423
Parent-Child Reading in English as a Second Language: Effects on Language and Literacy Development of Chinese Kindergarteners
Chow, Bonnie Wing-Yin; McBride-Chang, Catherine; Cheung, Him
Journal of Research in Reading, v33 n3 p284-301 Aug 2010
This study investigated the effects of dialogic parent-child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre-tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent-child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter-group comparisons showed nonsignificant interaction effects across time among the three groups, intra-group gains across the 12-week intervention suggested that parent-child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent-child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent-child reading in English as a second language to Chinese as a first language.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
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