The Effects of Bilingual Reading Program on Chinese Children from Low Socioeconomic Status Families

Autor/inn/en	Chung, Kevin Kien Hoa; Li, Xiaomin; Lam, Cheuk Yi; Lam, Chun Bun; Fung, Wing Kai; Lai, Pui Yee
Titel	The Effects of Bilingual Reading Program on Chinese Children from Low Socioeconomic Status Families
Quelle	In: Early Education and Development, 33 (2022) 2, S.204-218 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chung, Kevin Kien Hoa) ORCID (Lam, Chun Bun) ORCID (Fung, Wing Kai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1891803
Schlagwörter	Bilingual Education Programs; Reading Programs; Program Effectiveness; Foreign Countries; English (Second Language); Second Language Learning; Low Income Students; Socioeconomic Status; Kindergarten; Elementary School Students; Chinese; Phonological Awareness; Morphology (Languages); Hong Kong + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Socio-economic status; Sozioökonomischer Status; China; Chinesen; Morphology; Morphologie; Hongkong
Abstract	Research Findings: This study evaluated the impacts of a bilingual Chinese-English reading program on Chinese children from low socioeconomic status (SES) families. Ninety-nine children in the third year of kindergarten (K3) were recruited from five local kindergartens in two low-SES districts in Hong Kong, China. Children in the intervention group who participated in 15-weeks of language and literacy intervention were compared to a control group of 40 children who attended only regular literacy classes in their kindergartens. ANCOVA analyses revealed that after controlling for child gender and age, the intervention group performed significantly better than the control group on the posttest in Chinese phonological awareness and morphological awareness, English phonological awareness, vocabulary knowledge, and English word reading. These results point to a reading program's utility, emphasizing multi-component interventions for early bilingual language and literacy learning. Practice or Policy: Findings support the development of locally derived, evidence-based reading programs to cater to low-SES children's learning needs. These findings may also provide research-based evidence for formulating public policies and services, targeting the early language and literacy issues for low-SES children and their families and raising public awareness of the influence of poverty on child development in the early years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01