کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6844322 | 1436358 | 2018 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Letter-name knowledge longitudinally predicts young Chinese children's Chinese word reading and number competencies in a multilingual context
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
پیش نمایش صفحه اول مقاله
![عکس صفحه اول مقاله: Letter-name knowledge longitudinally predicts young Chinese children's Chinese word reading and number competencies in a multilingual context Letter-name knowledge longitudinally predicts young Chinese children's Chinese word reading and number competencies in a multilingual context](/preview/png/6844322.png)
چکیده انگلیسی
Drawing on theories of cross-language transfer (Cummins, 1979; Weinreich, 1953), this study examines the longitudinal relations between young Chinese children's letter-name knowledge and their Chinese word reading and number competencies in a multilingual context. A total of 109 young Hong Kong Chinese children were assessed first at the end of their nursery year (Time 1; approximately 3â¯years of age) and then during the first semester of their kindergarten year (Time 2). The results show that letter-name knowledge measured at Time 1 was significantly predictive of Chinese word reading and number competencies at Time 2. Moreover, these relations remained significant after controlling for a large pool of child- and family-level variables. The findings underscore the role of letter-name knowledge in explaining young Hong Kong Chinese children's shared development of Chinese reading and mathematics skills.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 65, July 2018, Pages 176-186
Journal: Learning and Individual Differences - Volume 65, July 2018, Pages 176-186
نویسندگان
Xiao Zhang,