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The Relationship between Paired Associate Learning and Chinese Word Reading in Kindergarten Children
Peer reviewed
Direct linkLiu, Catrina; Chung, Kevin Kien Hoa; Wang, Li-Chih; Liu, Duo – Journal of Research in Reading, 2021
Background: Research has shown that paired associate learning (PAL) plays an important role in children's word reading across different languages. However, little is known about the construct of PAL and its relationship with word reading in Chinese children. Methods: A total of 204 second-year kindergarten children from Mainland China were…
Descriptors: Correlation, Paired Associate Learning, Chinese, Reading Skills
Wong, Simpson W. L.; Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han; Waye, Mary M. Y.; Bishop, Dorothy V. M. – Developmental Psychology, 2014
This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have…
Descriptors: Twins, Chinese, English (Second Language), Second Language Learning
Cheung, Him; Chung, Kevin Kien Hoa; Wong, Simpson Wai Lap; McBride-Chang, Catherine; Penney, Trevor Bruce; Ho, Connie Suk-Han – Journal of Educational Psychology, 2010
In this study, we examined the intercorrelations among speech perception, metalinguistic (i.e., phonological and morphological) awareness, word reading, and vocabulary in a 1st language (L1) and a 2nd language (L2). Results from 3 age groups of Chinese-English bilingual children showed that speech perception was more predictive of reading and…
Descriptors: Metalinguistics, Phonological Awareness, Auditory Perception, Bilingualism
