HOME LITERACY ENVIRONMENT AND ENGLISH LANGUAGE AND LITERACY SKILLS AMONG CHINESE YOUNG CHILDREN WHO LEARN ENGLISH AS A SECOND LANGUAGE

被引：28
作者：
Yeung, Susanna S. [1 ]
King, Ronnel B. [2 ]
机构：
[1] Hong Kong Inst Educ, Dept Psychol Studies, 10 Ping Rd, Tai Po, Hong Kong, Peoples R China
[2] Hong Kong Inst Educ, Dept Curriculum & Instruct, Hong Kong, Hong Kong, Peoples R China
来源：
READING PSYCHOLOGY | 2016年 / 37卷 / 01期
关键词：
D O I：
10.1080/02702711.2015.1009591
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents completed a questionnaire about home literacy practices. Results showed that these practices can be classified into three aspects: shared reading, exposure to English materials and home teaching. Shared reading uniquely predicted receptive and expressive vocabulary, syllable awareness and word reading in English. Exposure to English materials predicted expressive vocabulary and home teaching predicted letter knowledge.
引用
收藏
页码：92 / 120
页数：29
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