Digital Technology Use and Early Reading Abilities among Bilingual Children in Singapore

Autor/inn/en	Haoning Mah, Grace; Hu, Xiangqing; Yang, Weipeng
Titel	Digital Technology Use and Early Reading Abilities among Bilingual Children in Singapore
Quelle	In: Policy Futures in Education, 19 (2021) 2, S.242-258 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haoning Mah, Grace) ORCID (Hu, Xiangqing) ORCID (Yang, Weipeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210320980575
Schlagwörter	Foreign Countries; Technology Uses in Education; Elementary School Students; Early Reading; Reading Ability; Bilingualism; Bilingual Education; Family Environment; Language Usage; Achievement Tests; International Assessment; Grade 4; Reading Tests; Reading Achievement; Reading Comprehension; Chinese; English; Electronic Learning; Educational Policy; Singapore; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Frühlesen; Reading competence; Lesekompetenz; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Familienmilieu; Sprachgebrauch; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Leseleistung; Leseverstehen; China; Chinesen; English language; Englisch; Politics of education; Bildungspolitik; Singapur
Abstract	Singapore has launched a bilingual education policy nationwide, which leads to three main home language environments amongst Chinese families, namely, Chinese dominant, Chinese-English bilingual families and English dominant families. However, little is known about the development of early reading abilities among Singapore children from these family backgrounds. Moreover, against the backdrop of technological advances in the digital age, how the use of digital technology may affect the development of early reading abilities remains understudied. In this study, 225 7-year-old Chinese Singaporean children with different home language environments were recruited from mainstream primary schools in Singapore to complete the Progress in International Reading Literacy Study reading comprehension tests and questionnaires. Evidence revealed that children's reading ability and digital technology use in Chinese varied across home language environments. Also, the use of digital technology in both English and Chinese positively predicted the reading abilities in both languages respectively for children from English dominant families. The results provide interesting insights into the role of bilingualism and digital technology use in the development of early reading abilities. In view of the results, we also discuss and put forward suggestions on online reading education policy. (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	2024/1/01