Beyond Copying: A Comparison of Multi-Component Interventions on Chinese Early Literacy Skills

Autor/inn/en	Wang, Ying; McBride, Catherine
Titel	Beyond Copying: A Comparison of Multi-Component Interventions on Chinese Early Literacy Skills
Quelle	In: International Journal of Behavioral Development, 41 (2017) 3, S.380-389 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025416637212
Schlagwörter	Emergent Literacy; Chinese; Intervention; Comparative Analysis; Kindergarten; Duplication; Young Children; Morphology (Languages); Intelligence Quotient; Phonological Awareness; Spelling; Writing Skills; Reading Skills; Foreign Countries; Control Groups; Statistical Analysis; Pretests Posttests; China + Suchen Sie Ihr Suchwort? Frühleseunterricht; China; Chinesen; Frühe Kindheit; Morphology; Morphologie; Intelligenzquotient; Schreibweise; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Ausland; Statistische Analyse
Abstract	This study assessed the effects of three intervention programs for Chinese literacy development in kindergartners: the copying (Copy) program; a combined program of copying and Pinyin knowledge (Copy + Pinyin); and a combined program of copying and morphological awareness (Copy + MA). Ninety-seven kindergarteners aged 5-7 years in mainland China (30 in Copy, 32 in Copy + Pinyin, 35 in Copy + MA) participated. Thirty untrained children served as a control group. Children were tested on nonverbal IQ, morphological awareness, orthographic awareness, phonological awareness, invented Pinyin spelling, word reading and writing skills in Chinese. After an eight-week intervention period, children in all three intervention groups progressed significantly more than the control group on literacy skills. Furthermore, the combined program of copying and Pinyin knowledge yielded significantly greater improvement in invented Pinyin spelling than the Copy and control groups. Finally, the combined program of copying and morphological awareness yielded greater improvement in word reading and writing, as well as significantly higher orthographic awareness than other groups. These findings suggest the utility of multi-component interventions for early Chinese literacy learning. That the combined program particularly benefited children's reading and writing skills at the beginning level suggests that both rote practice and analytic strategies should be emphasized in kindergartens and primary schools in order to produce greater improvements in Chinese literacy acquisition. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01