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Direct linkChoi, William; Tong, Xiuli; Law, Katherine Ka-Sin; Cain, Kate – Reading and Writing: An Interdisciplinary Journal, 2018
A growing body of cross-linguistic research has suggested that morphological awareness plays a key role in both L1 and L2 word reading among bilingual readers. However, little is known about the interaction and development of L1 and L2 morphological awareness in relation to word reading. We addressed this issue by evaluating the unique…
Descriptors: Morphology (Languages), Bilingualism, Word Recognition, Chinese
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
Tong, Xiuli; McBride-Chang, Catherine – Developmental Psychology, 2010
What is the nature of learning to read Chinese across grade levels? This study tested 199 kindergartners, 172 second graders, and 165 fifth graders on 12 different tasks purportedly tapping constructs representing phonological awareness, morphological awareness, orthographic processing, and subcharacter processing. Confirmatory factor analyses…
Descriptors: Models, Phonological Awareness, Word Recognition, Foreign Countries
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
Tong, Xiuli; McBride-Chang, Catherine; Shu, Hua; Wong, Anita M-Y. – Scientific Studies of Reading, 2009
This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically…
Descriptors: Reading Comprehension, Reading Difficulties, Spelling, Phonological Awareness
McBride-Chang, Catherine; Tong, Xiuli; Shu, Hua; Wong, Anita M.-Y.; Leung, Ka-wai; Tardif, Twila – Scientific Studies of Reading, 2008
Tasks of word reading in Chinese and English; nonverbal IQ; speeded naming; and units of syllable onset (a phoneme measure), syllable, and tone detection awareness were administered to 211 Hong Kong Chinese children ages 4 and 5. In separate regression equations, syllable awareness was equally associated with Chinese and English word recognition.…
Descriptors: Psycholinguistics, Syllables, Phonemes, Word Recognition
