Catherine McBride?Chang|Connie Suk?Han Ho
Predictors of Beginning Reading in Chinese and English: A 2-Year Longitudinal Study of Chinese Kindergartners
Chinese University of Hong Kong|University of Hong Kong
ninety chinese children tested age 4 22 months later phonologicalprocessing reading skillschinese phonologicalprocessing skills alone modestly predicted chinese character recognition english lettername knowledge uniquely predicted reading chinese english 2 years laterfurthermore concurrently measured phonologicalprocessing skills chinese english accounted unique variance english chinese word recognitionenglish invented spelling strongly associated reading english orthographic knowledge significantly accounted unique variance chinese reading onlyresults suggest universal specific characteristics development english word chinese character recognition among young native chinese speakers learning read english second languagethis study examined reading development chinese english among hong kong chinese children learning english second languagewe tested children first age 4 primarily chinese readingrelated abilities 2 years later chinese english reading readingrelated skillswe focused two questions involving phonological predictors reading skillsfirst extent chinese phonologicalprocessing skills involved learning read chinese english young children across timeours