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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:McBride-Chang, Catherine [remove];
8 results found.|
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Associations of warmth and control of Filipina domestic helpers and mothers to Hong Kong kindergarten children’s social competence A study of the relationship between children’s social development in kindergarten and the warm or controlling caregiving styles of mothers and hired domestic caregivers, based on a sample of 63 triads of children and mothers from Hong Kong and hired domestic caregivers from the Philippines |
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A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners A comparison of the impact of lexical compounding, homophone awareness, and phonological awareness on children's Chinese word reading, based on data from 11 teachers and 88 children in 11 kindergarten classes in Hong Kong |
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Dialogic reading and morphology training in Chinese children: Effects on language and literacy An investigation of the effects of parent-child book reading on the Chinese language literacy and language skills of 148 kindergarteners in Hong Kong |
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Early oral language markers of poor reading performance in Hong Kong Chinese children An investigation of the extent to which language skills at ages 2- through 4-years-old discriminate poor from adequate readers at age 7, based on data from 41 poor readers and 41 adequate readers matched on age, parents' education levels, and nonverbal intelligence who are Chinese from Hong Kong |
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Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners A study of the effects of dialogic parent-child reading in English on child's vocabulary, word reading and phonological awareness for 51 Hong Kong children learning English as a second language, between the ages of 57- through 71-months, assigned to dialogic reading or control conditions |
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Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language An investigation into the association between phonological processing skills and early reading abilities of Chinese kindergarteners, using longitudinal data from a sample of 227 kindergarteners in Hong Kong |
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Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children This study examined the relations among socioeconomic status (SES), early phonological processing, vocabulary, and reading in 262 children from diverse SES backgrounds followed from ages 4 to 9 in Beijing, China. SES contributed to variations in phonological skills and vocabulary in children's early development. Nonetheless, early phonological and vocabulary abilities exerted equally strong and independent mediation of the SES effects on children's reading achievement by the end of 3rd grade for this Chinese sample. These findings not only replicate studies in alphabetic languages but, because of their longitudinal nature, also demonstrate the potential for interventions focused on improving children's early language skills, and at which ages these factors may have the greatest impact. |
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Promoting language and literacy development through parent-child reading in Hong Kong preschoolers An experimental study conducted to determine if home literacy activities affected Hong Kong preschool children's literacy and language development |
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