Beginning to Read in Vietnamese: Kindergarten Precursors to First Grade Fluency and Reading Comprehension

Autor/inn/en	Pham, Giang T.; Snow, Catherine E.
Titel	Beginning to Read in Vietnamese: Kindergarten Precursors to First Grade Fluency and Reading Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 1, S.139-169 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pham, Giang T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10066-w
Schlagwörter	Oral Language; Decoding (Reading); Reading Comprehension; Vietnamese People; Kindergarten; Naming; Phonological Awareness; Predictor Variables; Foreign Countries; Written Language; Measures (Individuals); Reading Tests; Grade 1; Reading Instruction; Word Recognition; Correlation; Mothers; Educational Attainment; Individualized Instruction; Vocabulary Development; Longitudinal Studies; Expressive Language; Receptive Language + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Dekodierung; Leseverstehen; Prädiktor; Ausland; Geschriebene Sprache; Messdaten; Lesetest; School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Worterkennung; Korrelation; Mother; Mutter; Bildungsabschluss; Bildungsgut; Individualisierender Unterricht; Wortschatzarbeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rezeptive Kommunikationsfähigkeit
Abstract	Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the predictions vary by orthographic depth. This study is the first to examine predictors of early reading in Vietnamese, a transparent orthography of Romanized letters and diacritics. Eighty-two children in Hanoi, Vietnam, completed measures of decoding and oral language in kindergarten (phonological awareness, PA; rapid automatized naming, RAN; receptive and expressive vocabulary) and measures of decoding and reading comprehension in first grade. Average performance at the end of first grade, after just 1 year of formal instruction, was near ceiling on word reading but more variable on nonword and text reading. Kindergarten PA and RAN (but not vocabulary) predicted first-grade decoding after controlling for maternal education and kindergarten decoding, and PA was a stronger predictor than RAN (10% vs. 4% of unique variance). The best predictors of first grade reading comprehension were first-grade decoding (47% of unique variance) and kindergarten expressive vocabulary (4% of unique variance) after controlling for maternal education. Overall, Vietnamese children became accurate and efficient decoders after 1 year of instruction. Findings from RAN and PA suggest their utility in guiding differentiated instruction on decoding. Kindergarten vocabulary, which differed as a function of maternal education, significantly predicted first-grade comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01