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Discourse-Level Reading Comprehension in Chinese Children: What Is the Role of Syntactic Awareness?
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Tong, Xiuhong; Tong, Xiuli; Shu, Hua; Chan, Shingfong; McBride-Chang, Catherine – Journal of Research in Reading, 2014
This study aimed to investigate the association between syntactic awareness and discourse-level reading comprehension in 136 Hong Kong Chinese children. These children, aged 11, from a longitudinal study, were administered a set of cognitive and linguistic measures. Partial correlational analyses showed that children's performances in two…
Descriptors: Foreign Countries, Reading Comprehension, Syntax, Longitudinal Studies
A Tale of Two Writing Systems: Double Dissociation and Metalinguistic Transfer between Chinese and English Word Reading among Hong Kong Children
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Tong, Xiuli; Tong, Xiuhong; McBride-Chang, Catherine – Journal of Learning Disabilities, 2015
This study investigated the rate of school-aged Chinese-English language learners at risk for reading difficulties in either Chinese or English only, or both, among second and fifth graders in Hong Kong. In addition, we examined the metalinguistic skills that distinguished those who were poor in reading Chinese from those who were poor in reading…
Descriptors: Foreign Countries, Chinese, English (Second Language), Metalinguistics
Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence from Hong Kong Chinese-English Bilingual Readers
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Deng, Qinli; Choi, William; Tong, Xiuli – Journal of Learning Disabilities, 2019
This study examined the roles of first-language (L1) Chinese and second-language (L2) English phonological skills in English and Chinese reading comprehension, respectively, and their association with reading comprehension difficulties among Hong Kong Chinese-English bilingual children. We tested 258 second graders on nonverbal intelligence,…
Descriptors: Native Language, Second Language Learning, Reading Comprehension, English (Second Language)
Chinese Children's Statistical Learning of Orthographic Regularities: Positional Constraints and Character Structure
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Tong, Xiuli; McBride, Catherine – Scientific Studies of Reading, 2014
This study examined how Chinese children acquire the untaught positional constraints of stroke patterns that are embedded in left-right structured and top-bottom structured characters. Using an orthographic regularity pattern elicitation paradigm, 536 Hong Kong Chinese children at different levels of reading (kindergarten, 2nd, and 5th grades)…
Descriptors: Foreign Countries, Elementary School Students, Written Language, Language Acquisition
Reading with Meaning: The Contributions of Meaning-Related Variables at the Word and Subword Levels to Early Chinese Reading Comprehension
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Zhang, Juan; McBride-Chang, Catherine; Tong, Xiuli; Wong, Anita M.-Y.; Shu, Hua; Fong, Cathy Y.-C. – Reading and Writing: An Interdisciplinary Journal, 2012
This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8 years old, across 1 year. With time 1 word…
Descriptors: Foreign Countries, Elementary School Students, Chinese, Reading Comprehension
Chinese-English Biscriptal Reading: Cognitive Component Skills across Orthographies
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Tong, Xiuli; McBride-Chang, Catherine – Reading and Writing: An Interdisciplinary Journal, 2010
This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and…
Descriptors: Chinese, English (Second Language), Written Language, Reading Skills