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    Early Oral Language Markers of Poor Reading Performance in Hong Kong Chinese Children

    Access Status
    Fulltext not available
    Authors
    Liu, P.
    McBride-Chang, C.
    Wong, A.
    Tardif, T.
    Stokes, Stephanie
    Fletcher, P.
    Shu, H.
    Date
    2010
    Type
    Journal Article
    
    Metadata
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    Citation
    Liu, Phil D. and McBride-Chang, Catherine and Wong, Anita M.-Y. and Tardif, Twila and Stokes, Stephanie F. and Fletcher, Paul and Shu, Hua. 2010. Early Oral Language Markers of Poor Reading Performance in Hong Kong Chinese Children. Journal of Learning Disabilities. 43 (4): pp. 322-331.
    Source Title
    Journal of Learning Disabilities
    DOI
    10.1177/0022219410369084
    ISSN
    0022-2194
    School
    School of Psychology
    URI
    http://hdl.handle.net/20.500.11937/33116
    Collection
    • Curtin Research Publications
    Abstract

    This study investigated the extent to which language skills at ages 2 to 4 years could discriminate Hong Kong Chinese poor from adequate readers at age 7. Selected were 41 poor readers (age M = 87.6 months) and 41 adequate readers (age M = 88.3 months). The two groups were matched on age, parents’ education levels, and nonverbal intelligence. The following language tasks were tested at different ages: vocabulary checklist and Cantonese articulation test at age 2; nonword repetition, Cantonese articulation, and receptive grammar at age 3; and nonword repetition, receptive grammar, sentence imitation, and story comprehension at age 4. Significant differences between the poor and adequate readers were found in the age 2 vocabulary knowledge, age 3 Cantonese articulation, and age 4 receptive grammar skill, sentence imitation, and story comprehension. Among these measures, sentence imitation showed the greatest power in discriminating poor and adequate readers.

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