Susanna S. Yeung|Linda S. Siegel|Carol K. K. Chan
Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children
Education University of Hong Kong|University of British Columbia|University of Hong Kong
study investigated effects 12week languageenriched phonological awareness instruction 76 hong kong young children learning english second language children assigned randomly receive instruction phonological awareness skills embedded vocabulary learning activities comparison instruction consisted vocabulary learning writing tasks direct instruction phonological awareness skills tested receptive expressive vocabulary phonological awareness syllable rhyme phoneme levels reading spelling english program implementation results indicated children received phonological awareness instruction performed significantly better comparison group english word reading spelling phonological awareness levels expressive vocabulary posttest age general intelligence pretest scores controlled statistically findings suggest phonological awareness instruction embedded vocabulary learning activities might beneficial kindergarteners learning english second language