Longitudinal predictors of very early Chinese literacy acquisition

Shelley Xiuli Tong · Catherine A. McBride-Chang · Anita M.‐Y. Wong · Hua Shu · Judith Rispens

90 citations0/0 files storedJournal of Research in Reading

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Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

This 2-year longitudinal study examined both concurrent and longitudinal relations of a variety of reading-related cognitive tasks and Chinese word reading and word dictation among 187 Hong Kong Chinese kindergarteners aged 4–6. Homophone awareness, visual skills and syllable awareness were all uniquely associated with Chinese word reading across time, with age, vocabulary knowledge and nonverbal IQ statistically controlled. Only visual skill and syllable deletion uniquely explained early Chinese word dictation, however. Results extend previous research on cognitive correlates of Chinese literacy and highlight the small but unique contribution of homophone awareness for early reading acquisition in Chinese.

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References

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2017Contribution of cognitive and linguistic skills to word-reading accuracy and fluency in Chinese 2011Writing quality in Chinese children: speed and fluency matter 2018Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills 2016The influence of early linguistic skills and family factors on literacy acquisition in Chinese children: Follow-up from age 3 to age 11

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