Patterns of phonological awareness and their effects on reading English in primary 1, 2 and 3 Chinese children.

Lam Wai Yung.Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.Includes bibliographical references (leaves 126-133).Abstracts in English and Chinese.Abstract --- p.iAcknowledgement --- p.ivTable of contents --- p.vChapter Chapter 1 --- INTRODUCTION --- p.1Chapter 1 .1 --- Background --- p.1Chapter 1.2 --- Purposes of The Study --- p.7Chapter Chapter 2 --- LITERATURE REVIEW --- p.8Chapter 2.1 --- Phonological Awareness and Reading --- p.8Chapter 2.1.1 --- Word recognition and reading --- p.8Chapter 2.1.2 --- Relationship between phonological awareness and reading performance --- p.9Chapter 2.2 --- Two Views About Levels of Phonological Awareness --- p.12Chapter 2.2.1 --- Linear view of levels of phonological awareness --- p.13Chapter 2.2.2 --- Hierarchical view of levels of phonological awareness --- p.14Chapter 2.3 --- Measurement of Phonological Awareness --- p.16Chapter 2.3.1 --- Various task types --- p.17Chapter 2.3.2 --- Various levels of difficulty of phonological tasks --- p.22Chapter 2.3.3 --- Task analysis studies --- p.23Chapter 2.4 --- Development of Levels of Phonological Awareness --- p.26Chapter 2.4.1 --- Developmental sequence of phonological awareness --- p.26Chapter 2.4.2 --- Underlying reasons for the sequential development --- p.29Chapter 2.5 --- Levels of Phonological Awareness and Reading --- p.30Chapter 2.5.1 --- Syllable awareness and English reading --- p.31Chapter 2.5.2 --- Phoneme awareness and English reading --- p.32Chapter 2.5.3 --- Onset-rime awareness and English reading --- p.34Chapter 2.6 --- Chinese Reading English as A Second Language --- p.39Chapter 2.6.1 --- Orthographic and phonological differences between Chinese and English --- p.39Chapter 2.6.2 --- Influence of learning Chinese on phonological awareness - --- p.41Chapter 2.6.3 --- Phonological awareness development in Chinese children - --- p.44Chapter 2.6.4 --- Effects of first language learning on reading English --- p.49Chapter Chapter 3 --- METHOD --- p.54Chapter 3.1 --- Subjects --- p.54Chapter 3.2 --- Tasks --- p.55Chapter 3.2.1 --- Syllable level tasks --- p.57Chapter 3.2.1.1 --- Syllable detection --- p.57Chapter 3.2.1.2 --- Syllable deletion --- p.58Chapter 3.2.2 --- Onset-rime level tasks --- p.58Chapter 3.2.2.1 --- Onset-rime detection --- p.58Chapter 3.2.2.2 --- Onset-rime deletion - --- p.59Chapter 3.2.3 --- Phoneme level tasks --- p.60Chapter 3.2.3.1 --- Phoneme detection --- p.60Chapter 3.2.3.2 --- Phoneme deletion - --- p.61Chapter 3.2.4 --- Word recognition test --- p.62Chapter 3.2.5 --- The Raven's Standard Progressive Matrices --- p.62Chapter 3.3 --- Procedure --- p.63Chapter Chapter 4 --- RESULTS --- p.64Chapter 4.1 --- Descriptive Data --- p.64Chapter 4.2 --- Patterns of Phonological Awareness --- p.66Chapter 4.2.1 --- The performance of three graders in the tasks of three levels of phonological awareness --- p.66Chapter 4.2.2 --- Patterns of phonological development --- p.76Chapter 4.3 --- Measuring Phonological Awareness: Detection Vs. Deletion --- p.82Chapter 4.4 --- Predicting English Word Reading Performance --- p.92Chapter 4.5 --- Summary of Results --- p.95Chapter Chapter 5 --- DISCUSSION --- p.98Chapter 5.1 --- Patterns of Phonological Awareness --- p.98Chapter 5.1.1 --- Progressive development in phonological awareness over grade --- p.98Chapter 5.1.2 --- The characteristics of phonological development in Hong Kong children --- p.103Chapter 5.1.3 --- Developmental progression from large via medium to small units --- p.107Chapter 5.2 --- Measurement of Phonological Awareness --- p.110Chapter 5.3 --- Phonological Awareness and Word Reading --- p.114Chapter Chapter 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.120Chapter 6.1 --- Major Findings --- p.120Chapter 6.1.1 --- Patterns of phonological awareness --- p.120Chapter 6.1.2 --- Measurement of phonological awareness --- p.120Chapter 6.1.3 --- Phonological awareness in predicting English reading --- p.121Chapter 6.2 --- Limitations --- p.122Chapter 6.3 --- Implications and Recommendations --- p.123Chapter 5.6.1 --- Pedagogical implications --- p.123Chapter 5.6.2 --- Future research recommendations --- p.124References --- p.126Appendixes --- p.13