Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Contemporary Educational… | 1 |
| Journal of Child Language | 1 |
| Journal of Research in Reading | 1 |
| Multicultural Education | 1 |
| Reading Psychology | 1 |
| Reading Research Quarterly | 1 |
Author
| Au, Terry Kit-fong | 1 |
| Chan, Winnie Wailan | 1 |
| Cheng, Liao | 1 |
| Cheng, Liying | 1 |
| Farver, Jo Ann M. | 1 |
| Ho, Connie Suk-Han | 1 |
| Joshi, R. Malatesha | 1 |
| Keung, Yuen-Ching | 1 |
| Kirby, John R. | 1 |
| Leclere, Judith T. | 1 |
| Li, Miao | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Grade 2 | 6 |
| Elementary Education | 5 |
| Early Childhood Education | 2 |
| Primary Education | 2 |
| Grade 1 | 1 |
| Grade 4 | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkWang, Ying; McBride, Catherine; Zhou, Yanling; Joshi, R. Malatesha; Farver, Jo Ann M. – Journal of Research in Reading, 2018
How do native Chinese-speaking (CS) and non-Chinese-speaking (NCS) children learn to read and write in Chinese? In the present study, 29 CS and 34 NCS second and third graders aged 76 to 122 months (M = 93.65) participated in an experiment where they were taught 16 new Chinese characters in one of four conditions--copy, radical, phonological and…
Descriptors: Chinese, Native Speakers, Second Language Learning, Grade 2
Zhang, Haomin – Reading Research Quarterly, 2015
The goal of this study was to investigate the effect of Chinese-specific morphological awareness on vocabulary acquisition among young Chinese-speaking students. The participants were 288 Chinese-speaking second graders from three different cities in China. Multiple regression analysis and mediation analysis were used to uncover the mediated and…
Descriptors: Morphology (Languages), Vocabulary Development, Chinese, Children
Au, Terry Kit-fong; Chan, Winnie Wailan; Cheng, Liao; Siegel, Linda S.; Tso, Ricky Van Yip – Journal of Child Language, 2015
To fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible--e.g. for children learning a second language that is not the societal language--audios are commonly used as an affordable substitute. But does such non-interactive input…
Descriptors: Linguistic Input, Audio Books, Second Language Learning, Grade 1
Li, Miao; Kirby, John R.; Cheng, Liying; Wade-Woolley, Lesly; Qiang, Haiyan – Reading Psychology, 2012
This study investigated the effects of English and Chinese phonological awareness (PA) and naming speed (NS) on English reading achievement and the evidence for cross-linguistic transfer in Chinese English-immersion students. English PA was a significant predictor of English reading achievement for immersion students in Grades 2 and 4. There was…
Descriptors: Reading Achievement, Phonological Awareness, Grade 4, Grade 2
Download full textPalmer, Barbara C.; Zhang, Nailing; Taylor, Susan H.; Leclere, Judith T. – Multicultural Education, 2010
This article presents a case study investigating the effectiveness of interventions designed to improve second language and reading proficiency of a seven-year-old Chinese-speaking ELL, Xin Wei, who completed second grade at a diverse metropolitan elementary school in the U.S. While a single case study cannot answer all the questions that arise as…
Descriptors: Grade 2, English (Second Language), Language Proficiency, Second Language Learning
Keung, Yuen-Ching; Ho, Connie Suk-Han – Contemporary Educational Psychology, 2009
This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant…
Descriptors: Elementary School Students, Reading Difficulties, Phonemics, Phonological Awareness
