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The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners

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  • Source:
    Journal of Research in Reading, v39 n3 p268-291 Aug 2016. 24 pp.
  • Accession Number:
    http://dx.doi.org/10.1111/1467-9817.12046
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • ISSN:
      0141-0423
    • Subject Terms:
    • Subject Terms:
    • Keyword:
      Hong Kong
    • Abstract:
      The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety-nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications.
    • Abstract:
      As Provided
    • Physical Description:
      24
    • Education Level:
      Kindergarten; Primary Education; Early Childhood Education
    • Journal Code:
      APR2018
    • Publication Date:
      2016
    • Accession Number:
      EJ1105888
  • Citations
    • ABNT:
      LIU, D.; CHUNG, K. K. H.; MCBRIDE, C. The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners. Journal of Research in Reading, [s. l.], v. 39, n. 3, p. 268–291, 2016. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1105888&custid=s8280428. Acesso em: 5 jun. 2020.
    • AMA:
      Liu D, Chung KKH, McBride C. The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners. Journal of Research in Reading. 2016;39(3):268-291. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1105888&custid=s8280428. Accessed June 5, 2020.
    • APA:
      Liu, D., Chung, K. K. H., & McBride, C. (2016). The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners. Journal of Research in Reading, 39(3), 268–291.
    • Chicago/Turabian: Author-Date:
      Liu, Duo, Kevin K. H. Chung, and Catherine McBride. 2016. “The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners.” Journal of Research in Reading 39 (3): 268–91. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1105888&custid=s8280428.
    • Harvard:
      Liu, D., Chung, K. K. H. and McBride, C. (2016) ‘The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners’, Journal of Research in Reading, 39(3), pp. 268–291. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1105888&custid=s8280428 (Accessed: 5 June 2020).
    • Harvard: Australian:
      Liu, D, Chung, KKH & McBride, C 2016, ‘The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners’, Journal of Research in Reading, vol. 39, no. 3, pp. 268–291, viewed 5 June 2020, .
    • MLA:
      Liu, Duo, et al. “The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners.” Journal of Research in Reading, vol. 39, no. 3, Aug. 2016, pp. 268–291. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1105888&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Liu, Duo, Kevin K. H. Chung, and Catherine McBride. “The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners.” Journal of Research in Reading 39, no. 3 (August 1, 2016): 268–91. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1105888&custid=s8280428.
    • Vancouver/ICMJE:
      Liu D, Chung KKH, McBride C. The Role of SES in Chinese (L1) and English (L2) Word Reading in Chinese-Speaking Kindergarteners. Journal of Research in Reading [Internet]. 2016 Aug 1 [cited 2020 Jun 5];39(3):268–91. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1105888&custid=s8280428