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Direct linkWang, Min; Yang, Chen; Cheng, Chenxi – Applied Psycholinguistics, 2009
This study investigated the concurrent contributions of phonology, orthography, and morphology to biliteracy acquisition in 78 Grade 1 Chinese-English bilingual children. Conceptually comparable measures in English and Chinese tapping phonological, orthographic, and morphological awareness were administered. Word reading skill in English and…
Descriptors: Phonology, Morphology (Languages), Reading Skills, Grade 1
McBride-Chang, Catherine; Bialystok, Ellen; Chong, Karen K. Y.; Li, Yanping – Journal of Experimental Child Psychology, 2004
This study focused on syllable phoneme onset levels of phonological awareness in relation to reading of Chinese and English in kindergarten and first-grade children from Xian (China), Hong Kong, and Toronto, cultures that differ substantially in approaches to reading instruction. English syllable awareness among native Chinese speakers was as good…
Descriptors: Foreign Countries, Phonemes, Word Recognition, Syllables
Geudens, Astrid; Sandra, Dominiek; Van den Broeck, Wim – Brain and Language, 2004
This study explored developmental differences in children's segmentation skills of VC and CV syllables (e.g., /af/ and /fa/) in relation to their early reading abilities. To this end, we followed a subgroup of Dutch speaking prereaders who participated in Geudens and Sandra (2003, Experiment 1), and replicated the segmentation task in first grade,…
Descriptors: Phonemes, Syllables, Reading Skills, Indo European Languages
