Early Teaching of Chinese Literacy Skills and Later Literacy Outcomes

Autor/inn/en	Li, Hui; Corrie, Loraine F.; Wong, Betty Kit Mei
Titel	Early Teaching of Chinese Literacy Skills and Later Literacy Outcomes
Quelle	In: Early Child Development and Care, 178 (2008) 5, S.441-459 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Teacher Qualifications; Foreign Countries; Literacy; Literacy Education; Preschool Children; Measures (Individuals); Family Environment; Educational Environment; Teacher Attitudes; Parent Attitudes; Mothers; Educational Attainment; Chinese; Orthographic Symbols; Difficulty Level; Emergent Literacy; Psycholinguistics; Teaching Methods; China (Beijing); Hong Kong + Suchen Sie Ihr Suchwort? Lehrqualifikation; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Elternverhalten; Mother; Mutter; Bildungsabschluss; Bildungsgut; China; Chinesen; Schwierigkeitsgrad; Frühleseunterricht; Psycholinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	This study followed 88 children in Beijing and Hong Kong for three years to investigate the relationships between the early teaching of literacy skills and later literacy outcomes. The children were administered the Preschool and Primary Chinese Literacy Scale at the age of five years, and three years later. Their parents and teachers reported on their involvement in literacy teaching, the home/classroom literacy environment and their beliefs about language learning. Findings showed that the Hong Kong cohort significantly surpassed their Beijing counterparts in literacy attainments at age five and age eight. After controlling for age, site, maternal education and teacher qualification, formal literacy activities in early childhood significantly contributed to literacy attainment at primary school, whereas informal literacy experiences did not. Results suggest that the complicated nature of Chinese orthography may make early instruction particularly valuable in Chinese literacy acquisition. The psycholinguistic, pedagogical and sociocontextual accounts and implications of these findings are discussed. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10