Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language.

The present study focused on two research questions related to early reading abilities among Hong Kong beginning readers. First, how do Chinese native language phonological processing skills predict reading acquisition in both Chinese and English as a second language in young children? Second, to what extent are these native language phonological processing skills bidirectionally associated with reading in Chinese and English as a second language? Our study design emerged primarily as a result of two others, one focused on phonological processing skills and Chinese character recognition in Chinese kindergarteners (McBride-Chang & Ho, 2000a) and one on transfer of phonological processing skills from Chinese to English word recognition in older children (Gottardo, Yan, Siegel, & Wade-Woolley, 2001).

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