Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong

Wong, Yu Ka

doi:10.1080/13670050.2017.1329273

Cited by 27 publications

(20 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, we found that decoding accuracy made a significant contribution to reading comprehension across proficiency levels. This finding that decoding plays a role over a long period of time is consistent with what has been found in both native Chinese children ( Joshi et al, 2012 ) and young CSL learners ( Wong, 2017 , 2019 ). Furthermore, our finding is in line with that from other deep orthographies, such as Hebrew and English ( Joshi et al, 2012 ; Lonigan et al, 2018 ).…”

Section: Discussionsupporting

confidence: 91%

The Extended Simple View of Reading in Adult Learners of Chinese as a Second Language

Hao

Fang²,

Sun³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

The Simple View of Reading (SVR) designates that reading comprehension is the product of decoding and listening comprehension and this conclusion has been supported by studies on school-aged native and nonnative speakers. However, it remains unknown whether SVR can be applied to adult second language (L2) learners. The current study addressed this issue by testing adult learners of Chinese as a second language with various proficiency levels and further extended the model by including word segmentation and word-meaning access, both of which are particularly crucial in reading Chinese. The results showed that listening comprehension only contributed to reading comprehension for the advanced learners, while decoding accuracy predicted reading comprehension regardless of Chinese proficiency. However, the total proportion of variance accounted for was relatively low, especially for the lower proficiency groups. Interestingly, word segmentation and word-meaning access explained a large proportion of the total variance and concomitantly decreased the apparent influence of word decoding. Taken together, these findings highlight that the individual characteristics of a given language can modulate the contributions of decoding and listening comprehension to predicting reading comprehension.

show abstract

Section: Discussionsupporting

confidence: 91%

The Extended Simple View of Reading in Adult Learners of Chinese as a Second Language

Hao

Fang²,

Sun³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Some of the curricular moves described to enact these pedagogies and connect immigrant students to the curriculum included the incorporation of classroom materials and texts that reflected students’ backgrounds and histories (Aydoğdu et al, 2019; Zoch, 2017), drawing on emergent bilingual students’ knowledge and skills in their first language (Carhill-Poza, 2018), and making use of educational games or extracurricular activities to foster immigrant students’ language development and support their immediate inclusion in schools (Kuzu-Jafari et al, 2018). Examples of specific language instructional techniques included teaching Chinese orthographic knowledge and supporting focused and intensive instruction on character acquisition (Wong, 2019), employing specific writing interventions among South Asian students in HK (Shum et al, 2018), and utilizing thematic word teaching, among other second language methods (Aydoğdu et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States

Lee

Akin-Sabuncu

Goodwin

et al. 2021

Teachers College Record

View full text Add to dashboard Cite

Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Turkey, the United States, and Hong Kong, as each context presents a distinct case of immigration. Research Design: We conduct a systematic literature review on 87 articles, selected from teaching and teacher education journals. In light of documented inequities experienced by immigrant children, we conduct our review within a framework of teaching immigrant students globally within, versus parallel to, the field of teaching for social justice. Findings: Through cross-jurisdiction inquiry, our findings reveal both examples and counterexamples of teaching for social justice, categorized into three cross-cutting themes: (a) Ways of Teaching, (b) Ways of Knowing, and (c) Ways of Seeing. Among the literature, we found a significant focus on language acquisition in the teaching of immigrant students. Another pattern was the ways in which teachers and teacher education value (or not) immigrant students’ funds of knowledge by building on (or rejecting) what students and their communities bring to their learning. Finally, our review demonstrated how teacher educators and teachers encourage, challenge, and teach preservice teachers and students to work against institutional and societal structures that are oppressive for immigrant students. Conclusion: The global reality of superdiversity among immigrant students calls on teachers to be pedagogically adept to respect and support multiple ways of teaching, knowing, and seeing. Research on social justice education for immigrants needs to move beyond language acquisition/deficit as the primary lens for analysis to consider the assets that immigrants bring to classrooms. Despite the differences in the experiences of (im)migrant students in each of the national contexts, social justice must be embedded in teacher education to ensure inclusive and culturally responsive teaching for all.

show abstract

“…Furthermore, studies concerning the CSL development of Hong Kong’s ethnic minority students have found that orthographic processing facilitates text comprehension (Leong et al, 2011; Shum et al, 2014). In a longitudinal study, Wong (2017b, 2019) identified the crucial role orthographic knowledge plays in the development of reading comprehension skills among young CSL learners. The relative influence of orthographic awareness, as compared to that of oral language (as indicated by phonological awareness in Zhou and associates’ studies), on young CSL learners’ literacy development has not yet been confirmed.…”

Section: Orthographic Awareness and Chinese Literacy Acquisitionmentioning

confidence: 99%

The Relationship Between Orthographic Awareness and Chinese Reading in Hong Kong’s Young CSL Learners

Wong

2020

ECNU Review of Education

Self Cite

View full text Add to dashboard Cite

Purpose: This study investigates young Chinese as a second language (CSL) learners’ Chinese character reading performance and its relationship with their orthographic awareness. There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’ CSL acquisition, so that more effective instruction can be provided. Design/Approach/Methods: A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments: orthographic awareness in identifying and utilizing character components, listening comprehension for vocabulary terms and short texts, and reading Chinese character lists with single- and two-character words. Findings: The students performed consistently across the two lists but made fewer errors when reading the two-character word list, most of which were orthographical. Multiple regression analysis showed that the students’ orthographic awareness contributed significantly to their character reading. Originality/Value: The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills. Chinese classes provided for such students, and for CSL learners in general, should place greater focus on literacy training.

show abstract

Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong

Cited by 27 publications

References 51 publications

The Extended Simple View of Reading in Adult Learners of Chinese as a Second Language

The Extended Simple View of Reading in Adult Learners of Chinese as a Second Language

Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States

The Relationship Between Orthographic Awareness and Chinese Reading in Hong Kong’s Young CSL Learners

Contact Info

Product

Resources

About