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A Comparison of Phonological Awareness, Lexical Compounding, and Homophone Training for Chinese Word Reading in Hong Kong Kindergartners
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Zhou, Yan-Ling; McBride-Chang, Catherine; Fong, Cathy Y.-C.; Wong, Terry T.-Y.; Cheung, Sum Kwing – Early Education and Development, 2012
Research Findings: In this study, 88 kindergartners received special training in lexical compounding, homophone awareness, or phonological awareness or were assigned to a control condition over a period of approximately 2 months, with 20-min lessons administered twice per week. Chinese word reading improved significantly more in the lexical…
Descriptors: Reading Difficulties, Phonological Awareness, Foreign Countries, Vocabulary Development