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postgraduate thesis: Reading-related cognitive skills in predicting word reading ability among early Hong Kong learners of English as a second language
| Title | Reading-related cognitive skills in predicting word reading ability among early Hong Kong learners of English as a second language |
|---|---|
| Authors | |
| Issue Date | 2020 |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Citation | Lee, S. C. F. [李惜之]. (2020). Reading-related cognitive skills in predicting word reading ability among early Hong Kong learners of English as a second language. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
| Abstract | This study examined the relations between reading-related cognitive-linguistic skills and
English word reading performance of Hong Kong Primary 1 students. A total of 110 students
participated and were administered measures of English word reading, expressive vocabulary,
receptive vocabulary, orthographic awareness and phonological awareness in English as their
second language. All four skills were highly correlated to their English word reading
performance. Expressive vocabulary, orthographic awareness and phonological awareness
were found to be significantly predictive to English word reading performance in Hong Kong
Primary 1 students. Among the skills, expressive vocabulary knowledge and phonological
awareness were found to contribute the most in English word reading. Students who were
poor readers were found to be weaker in all skills in general than average readers, particularly
in expressive vocabulary knowledge and phonological awareness. Performance of expressive
vocabulary and phonological awareness skills were significant in predicting whether students
are poor readers or average readers. Result of these findings suggesting the significant role in
providing effective intervention regarding vocabulary knowledge and phonological
awareness. The educational implication and future research direction were discussed.
|
| Degree | Master of Social Sciences |
| Subject | Reading (Primary) - China - Hong Kong English language - Study and teaching (Primary) - Foregin speakers English language - Study and teaching (Primary) - China - Hong Kong |
| Dept/Program | Educational Psychology |
| Persistent Identifier | http://hdl.handle.net/10722/310857 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Lee, Sik Chi Flora | - |
| dc.contributor.author | 李惜之 | - |
| dc.date.accessioned | 2022-02-22T15:41:54Z | - |
| dc.date.available | 2022-02-22T15:41:54Z | - |
| dc.date.issued | 2020 | - |
| dc.identifier.citation | Lee, S. C. F. [李惜之]. (2020). Reading-related cognitive skills in predicting word reading ability among early Hong Kong learners of English as a second language. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
| dc.identifier.uri | http://hdl.handle.net/10722/310857 | - |
| dc.description.abstract | This study examined the relations between reading-related cognitive-linguistic skills and English word reading performance of Hong Kong Primary 1 students. A total of 110 students participated and were administered measures of English word reading, expressive vocabulary, receptive vocabulary, orthographic awareness and phonological awareness in English as their second language. All four skills were highly correlated to their English word reading performance. Expressive vocabulary, orthographic awareness and phonological awareness were found to be significantly predictive to English word reading performance in Hong Kong Primary 1 students. Among the skills, expressive vocabulary knowledge and phonological awareness were found to contribute the most in English word reading. Students who were poor readers were found to be weaker in all skills in general than average readers, particularly in expressive vocabulary knowledge and phonological awareness. Performance of expressive vocabulary and phonological awareness skills were significant in predicting whether students are poor readers or average readers. Result of these findings suggesting the significant role in providing effective intervention regarding vocabulary knowledge and phonological awareness. The educational implication and future research direction were discussed. | - |
| dc.language | eng | - |
| dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
| dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
| dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
| dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
| dc.subject.lcsh | Reading (Primary) - China - Hong Kong | - |
| dc.subject.lcsh | English language - Study and teaching (Primary) - Foregin speakers | - |
| dc.subject.lcsh | English language - Study and teaching (Primary) - China - Hong Kong | - |
| dc.title | Reading-related cognitive skills in predicting word reading ability among early Hong Kong learners of English as a second language | - |
| dc.type | PG_Thesis | - |
| dc.description.thesisname | Master of Social Sciences | - |
| dc.description.thesislevel | Master | - |
| dc.description.thesisdiscipline | Educational Psychology | - |
| dc.description.nature | published_or_final_version | - |
| dc.date.hkucongregation | 2020 | - |
| dc.identifier.mmsid | 991044474549903414 | - |