Abstract
We examined the extent to which young Hong Kong Chinese children, taught to read English as a second language via a logographic "look and say" method used information about letter names and letter sounds to learn English words. Forty children from each of three kindergarten grade levels (mean ages 3.8, 5.0, and 5.9 years old, respectively) were taught to pronounce novel English spellings that were based on letter-name (e.g., DK = Deke), letter-sound (DK = Dick), or visual (DK = Jean) cues. By the 2nd year of kindergarten, children performed significantly better in the name condition than the other conditions. The 3rd-year kindergartners performed better in the sound condition than the visual condition as well. The results point to the importance of letter-name and letter-sound knowledge for learning to read English, regardless of native-language background or method of instruction.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
