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Longitudinal Predictors of Spelling and Reading Comprehension in Chinese as an L1 and English as an L2 in Hong Kong Chinese Children
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Li, Tong; McBride-Chang, Catherine; Wong, Anita; Shu, Hua – Journal of Educational Psychology, 2012
Predictors of age 10 spelling and reading comprehension skills in both Chinese and English from vocabulary knowledge, phonological awareness, rapid automatized naming (RAN), and word reading at age 8 were tested in this longitudinal study of 141 Hong Kong Chinese children learning to read English as a second language. The correlation between…
Descriptors: Spelling, English (Second Language), Foreign Countries, Reading Comprehension
What Is in the Naming? A 5-Year Longitudinal Study of Early Rapid Naming and Phonological Sensitivity in Relation to Subsequent Reading Skills in Both Native Chinese and English as a Second Language
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Pan, Jinger; McBride-Chang, Catherine; Shu, Hua; Liu, Hongyun; Zhang, Yuping; Li, Hong – Journal of Educational Psychology, 2011
Among 262 Chinese children, syllable awareness and rapid automatized naming (RAN) at age 5 years and invented spelling of Pinyin at age 6 years independently predicted subsequent Chinese character recognition and English word reading at ages 8 years and 10 years, even with initial Chinese character reading ability statistically controlled. In…
Descriptors: Invented Spelling, Reading Fluency, Phonological Awareness, Chinese
Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language
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Chow, Bonnie Wing-Yin; McBride-Chang, Catherine; Burgess, Stephen – Journal of Educational Psychology, 2005
The present 9-month longitudinal study investigated relations between Chinese native language phonological processing skills and early Chinese and English reading abilities among 227 kindergarteners in Hong Kong. Phonological awareness, rapid automatized naming, and short-term verbal memory differed in their relations to concurrent and subsequent…
Descriptors: Foreign Countries, Early Reading, Phonology, Word Recognition
Levels of Phonological Awareness in Korean and English: A 1-Year Longitudinal Study
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Cho, Jeung-Ryeul; McBride-Chang, Catherine – Journal of Educational Psychology, 2005
The present study examined associations of levels of phonological awareness to word recognition in Korean and English in a 1-year longitudinal study of 91 children from Masan, Korea. With performances on tasks of speeded naming, vocabulary, and Korean Hangul in 2nd grade statistically controlled, only Korean syllable deletion predicted unique…
Descriptors: Foreign Countries, Grade 2, Phonological Awareness, Syllables
Growth Modeling of Phonological Awareness.
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McBride-Chang, Catherine; Wagner, Richard K.; Chang, Lei – Journal of Educational Psychology, 1997
In a longitudinal study following prekindergarten children through first grade, the variables verbal memory, IQ, and speech perception together predicted 26% of growth in and 42% of the final status of phonological awareness. Results also suggest that the effect of speech perception on word decoding is mediated by phonological processing ability.…
Descriptors: Age Differences, Decoding (Reading), Elementary School Students, Intelligence Quotient