ERIC Number: EJ1383196
Record Type: Journal
Publication Date: 2023-Aug
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-0423
EISSN: EISSN-1467-9817
Promoting Foundational Linguistic Skills for Reading Development in Young Chinese Language Learners: A 1-Year Intervention Study
Journal of Research in Reading, v46 n3 p247-277 Aug 2023
Background: Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension. Method: A total of 186 Grade 4 CSL students (mean age = 9.22, SD = 0.56) participated in the study and were grouped into the treatment (N = 96) and control (N = 90) groups. A range of Chinese language and literacy skills were assessed before and after the intervention. Results: The path analysis showed that the intervention significantly affected orthographic knowledge, word reading and listening comprehension directly and reading comprehension indirectly through the three componential skills after controlling for nonverbal reasoning, vocabulary and autoregressors. Conclusions: The findings suggest that orthographic knowledge, word reading and listening comprehension may be promising targets for instructing young CSL learners.
Descriptors: Chinese, Intervention, Language Skills, Second Language Learning, Program Effectiveness, Orthographic Symbols, Listening Comprehension, Word Recognition, Grade 4, Elementary School Students, Reading Comprehension
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A