Enhancing Chinese reading in ethnic minority kindergarteners in Hong Kong: A bioecological approach to shared book reading interventions.
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| Title: | Enhancing Chinese reading in ethnic minority kindergarteners in Hong Kong: A bioecological approach to shared book reading interventions. |
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| Authors: | Sun, Mingyao (Michelle)1 sunmingyao@um.edu.mo, Chan, Shui-duen2 shui.duen.chan@polyu.edu.hk, Ke, Sihui (Echo)2 sihui.ke@polyu.edu.hk, Zhu, Xinhua2 xinhua.zhu@polyu.edu.hk, Yao, Yuan3 yuanbill.yao@polyu.edu.hk |
| Source: | Reading in a Foreign Language. Jun2025, Vol. 37 Issue 2, p172-198. 27p. |
| Subject Terms: | *Kindergarten children, *Language awareness, *Paired reading, *Bilingual education, Ecological models, Hongkongers, Minorities |
| Geographic Terms: | Hong Kong (China) |
| Abstract: | Shared book reading is a fundamental component in learning of Chinese as a second language (L2), but its effectiveness requires further empirical exploration and support. Scholars emphasise the examination of both parental and child characteristics alongside school-based interventions. Guided by the bioecological framework, this study included three groups: an experimental group of ethnic minority3 kindergarteners in Hong Kong and two control groups of L2 and first language (L1) Chinese children4. A sixteen-week shared book intervention was implemented. ANOVA and MANCOVA analyses of data from 161 children and 35 parents showed significant gains in metalinguistic awareness and word and text reading among the experimental group. The structured intervention was particularly effective in enhancing metalinguistic awareness, enabling L2 children to perform similarly to L1 children in post-tests. Additionally, fathers' oral proficiency in Chinese and children's use of ethnic languages positively impacted word and text reading. This study enriches the bioecological framework and offers insights for promoting L2 Chinese reading. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187244426 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing Chinese reading in ethnic minority kindergarteners in Hong Kong: A bioecological approach to shared book reading interventions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sun%2C+Mingyao+%28Michelle%29%22">Sun, Mingyao (Michelle)</searchLink><relatesTo>1</relatesTo><i> sunmingyao@um.edu.mo</i><br /><searchLink fieldCode="AR" term="%22Chan%2C+Shui-duen%22">Chan, Shui-duen</searchLink><relatesTo>2</relatesTo><i> shui.duen.chan@polyu.edu.hk</i><br /><searchLink fieldCode="AR" term="%22Ke%2C+Sihui+%28Echo%29%22">Ke, Sihui (Echo)</searchLink><relatesTo>2</relatesTo><i> sihui.ke@polyu.edu.hk</i><br /><searchLink fieldCode="AR" term="%22Zhu%2C+Xinhua%22">Zhu, Xinhua</searchLink><relatesTo>2</relatesTo><i> xinhua.zhu@polyu.edu.hk</i><br /><searchLink fieldCode="AR" term="%22Yao%2C+Yuan%22">Yao, Yuan</searchLink><relatesTo>3</relatesTo><i> yuanbill.yao@polyu.edu.hk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+in+a+Foreign+Language%22">Reading in a Foreign Language</searchLink>. Jun2025, Vol. 37 Issue 2, p172-198. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+awareness%22">Language awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Paired+reading%22">Paired reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br /><searchLink fieldCode="DE" term="%22Ecological+models%22">Ecological models</searchLink><br /><searchLink fieldCode="DE" term="%22Hongkongers%22">Hongkongers</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Hong+Kong+%28China%29%22">Hong Kong (China)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Shared book reading is a fundamental component in learning of Chinese as a second language (L2), but its effectiveness requires further empirical exploration and support. Scholars emphasise the examination of both parental and child characteristics alongside school-based interventions. Guided by the bioecological framework, this study included three groups: an experimental group of ethnic minority3 kindergarteners in Hong Kong and two control groups of L2 and first language (L1) Chinese children4. A sixteen-week shared book intervention was implemented. ANOVA and MANCOVA analyses of data from 161 children and 35 parents showed significant gains in metalinguistic awareness and word and text reading among the experimental group. The structured intervention was particularly effective in enhancing metalinguistic awareness, enabling L2 children to perform similarly to L1 children in post-tests. Additionally, fathers' oral proficiency in Chinese and children's use of ethnic languages positively impacted word and text reading. This study enriches the bioecological framework and offers insights for promoting L2 Chinese reading. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading in a Foreign Language is the property of Reading in a Foreign Language and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.64152/10125/67503 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 172 Subjects: – SubjectFull: Kindergarten children Type: general – SubjectFull: Language awareness Type: general – SubjectFull: Paired reading Type: general – SubjectFull: Bilingual education Type: general – SubjectFull: Ecological models Type: general – SubjectFull: Hongkongers Type: general – SubjectFull: Minorities Type: general – SubjectFull: Hong Kong (China) Type: general Titles: – TitleFull: Enhancing Chinese reading in ethnic minority kindergarteners in Hong Kong: A bioecological approach to shared book reading interventions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sun, Mingyao (Michelle) – PersonEntity: Name: NameFull: Chan, Shui-duen – PersonEntity: Name: NameFull: Ke, Sihui (Echo) – PersonEntity: Name: NameFull: Zhu, Xinhua – PersonEntity: Name: NameFull: Yao, Yuan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02642425 Numbering: – Type: volume Value: 37 – Type: issue Value: 2 Titles: – TitleFull: Reading in a Foreign Language Type: main |
| ResultId | 1 |
