Dialogic Reading and Morphology Training in Chinese Children: Effects on Language and Literacy

Autor/inn/en	Chow, Bonnie Wing-Yin; McBride-Chang, Catherine; Cheung, Him; Chow, Celia Sze-Lok
Titel	Dialogic Reading and Morphology Training in Chinese Children: Effects on Language and Literacy
Quelle	In: Developmental Psychology, 44 (2008) 1, S.233-244 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Intervention; Reading Aloud to Others; Metalinguistics; Morphology (Languages); Written Language; Reading Interests; Alphabets; Foreign Countries; Literacy; Parent Child Relationship; Chinese; Vocabulary Development; Reading Skills; Program Effectiveness; Family Environment; Oral Language; Language Acquisition; Kindergarten; Hong Kong + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Morphology; Morphologie; Geschriebene Sprache; Leseinteresse; Buchstabenschrift; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; China; Chinesen; Wortschatzarbeit; Reading skill; Lesefertigkeit; Familienmilieu; Oral interpretation; Mündlicher Sprachgebrauch; Sprachaneignung; Spracherwerb; Hongkong
Abstract	This study investigates the effects of parent-child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DR + MT), dialogic reading (DR), typical reading, or control condition. After a 12-week intervention period, the DR intervention yielded greater gains in vocabulary, and the DR + MT intervention yielded greater improvement in character recognition and morphological awareness. Both interventions enhanced children's reading interest. Results confirm that different home literacy approaches influence children's oral and written language skills differently: Shared book reading promotes language development, whereas parents' explicit metalinguistic training within a shared book reading context better prepares children for learning to read. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10