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Contextual Effects on Students' Achievement and Academic Self-Concept in the Nordic and Chinese Educational Systems
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Yang Hansen, Kajsa; Radišic, Jeléna; Ding, Yi; Liu, Xin – Large-scale Assessments in Education, 2022
Background: The current study investigates school contextual effects on students' academic self-concept and achievement, that is, peer socioeconomic effect and big-fish-little-pond effect (BFLPE), in four Nordic education systems (i.e., Denmark, Finland, Norway and Sweden) and selected Chinese education systems (Hong Kong and…
Descriptors: Foreign Countries, Academic Achievement, Student Attitudes, Self Concept
Visuomotor Integration and Executive Functioning Are Uniquely Linked to Chinese Word Reading and Writing in Kindergarten Children
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Chung, Kevin Kien Hoa; Lam, Chun Bun; Cheung, Ka Chun – Reading and Writing: An Interdisciplinary Journal, 2018
This cross-sectional study examined the associations of visuomotor integration and executive functioning with Chinese word reading and writing in kindergarten children. A total of 369 Chinese children (mean age = 57.99 months; 55% of them were girls) from Hong Kong, China, completed tasks on visuomotor integration, executive functioning, and…
Descriptors: Foreign Countries, Kindergarten, Chinese, Visual Perception
The Role of Radical Awareness in Chinese-As-A-Second-Language Learners' Chinese Character Reading Development
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Wong, Yu Ka – Language Awareness, 2017
In this paper, the role of radical awareness in Chinese character reading development among young Chinese-as-a-second-language (CSL) learners is evaluated in terms of a structural property of the writing system: the distribution of elementary, one-radical (i.e. one-element) simple characters as against majority, multi-radical compound characters.…
Descriptors: Chinese, Second Language Learning, Reading Ability, Orthographic Symbols
Why Does Rapid Naming Predict Chinese Word Reading?
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Shum, Kathy Kar-man; Au, Terry Kit-fong – Language Learning and Development, 2017
Rapid automatized naming (RAN) robustly predicts early reading abilities across languages, but its underlying mechanism remains unclear. This study found that RAN associated significantly with processing speed but not with phonological awareness or orthographic knowledge in 89 Hong Kong Chinese second-graders. RAN overlaps more with processing…
Descriptors: Naming, Foreign Countries, Reading Ability, Phonological Awareness
The Role of Stroke Knowledge in Reading and Spelling in Chinese
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Lo, Lap-yan; Yeung, Pui-sze; Ho, Connie Suk-Han; Chan, David Wai-ock; Chung, Kevin – Journal of Research in Reading, 2016
The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2-year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling…
Descriptors: Orthographic Symbols, Spelling, Chinese, Reading Ability
First-Language Longitudinal Predictors of Second-Language Literacy in Young L2 Learners
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Shum, Kathy Kar-man; Ho, Connie Suk-Han; Siegel, Linda S.; Au, Terry Kit-fong – Reading Research Quarterly, 2016
Can young students' early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross-language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word-reading fluency, Chinese rapid digit naming, and Chinese rhyme…
Descriptors: Reading, Reading Ability, Reading Instruction, Literacy