References
- Apel, K., & Diehm, E. (2013). Morphological awareness intervention with kindergarteners and first and second grade students from low SES homes: A small efficacy study. Journal of Learning Disabilities, 47(1), 65–75. https://doi.org/https://doi.org/10.1177/0022219413509964
- Aram, D., & Levin, I. (2002). Mother-child joint writing and storybook reading: Relations with literacy among low SES kindergartners. Merrill-Palmer Quarterly, 48(2), 202–224. https://doi.org/https://doi.org/10.1353/mpq.2002.0005
- Berninger, V. W., Nielsen, K. H., Abbott, R. D., Wijsman, E., & Raskind, W. (2008). Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal of School Psychology, 46(1), 1–21. https://doi.org/https://doi.org/10.1016/j.jsp.2006.11.008
- Bialystok, E., & Craik, F. I. M. (2010). Structure and process in life-span cognitive development. In W. F. Overton (Ed.), The handbook of life-span development (vol. 1): Cognition, biology, and methods across the lifespan (pp. 195–225). Wiley. https://doi.org/https://doi.org/10.1002/9780470880166.hlsd001007
- Birgisdottir, F., Nunes, T., Pretzlik, U., Burman, D., Gardner, S., & Bell, D. (2006). An intervention program for teaching children about morphemes in the classroom: Effects on spelling. Routledge Taylor and Francis Group. https://doi.org/https://doi.org/10.4324/9780203969557
- Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399. https://doi.org/https://doi.org/10.1146/annurev.psych.53.100901.135233
- Byrne, B., & Fielding-Barnsley, R. (1995). Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. Journal of Educational Psychology, 87(3), 488–503. https://doi.org/https://doi.org/10.1037/0022-0663.87.3.488
- Casalis, S., & Colé, P. (2009). On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading. First Language, 29(1), 113–142. https://doi.org/https://doi.org/10.1177/0142723708097484
- Casalis, S., & Louis-Alexandre, M.-F. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading and Writing, 12(3–4), 303–335. https://doi.org/https://doi.org/10.1023/A:1008177205648
- Census and Statistics Department. (2017). Thematic report: Household income distribution in Hong Kong 2016. https://www.statistics.gov.hk/pub/B11200962016XXXXB0100.pdf
- Census and Statistics Department. (2019). Hong Kong poverty situation report 2018. https://www.statistics.gov.hk/pub/B9XX0005E2018AN18E0100.pdf
- Chow, B. W. Y., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology, 97(1), 81–87. https://doi.org/https://doi.org/10.1037/0022-0663.97.1.81
- Chow, B. W. Y., McBride-Chang, C., Cheung, H., & Chow, C. S. L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233–244. https://doi.org/https://doi.org/10.1037/0012-1649.44.1.233
- Chung, K. K. H. (2015). Socioeconomic status and academic achievement. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., Vol. 22, pp. 924–930). Elsevier.
- Chung, K. K. H., Ho, C. S. H., Chan, D. W., Tsang, S. M., & Lee, S. H. (2011). Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia. Reading and Writing, 24(7), 835–859. https://doi.org/https://doi.org/10.1007/s11145-010-9227-1
- Chung, K. K. H., & Lam, C. B. (2018). Joy of learning literacy-JOLLY. The Education University of Hong Kong.
- Chung, K. K. H., Liu, H., McBride-Chang, C., Wong, A. M. Y., & Lo, J. C. M. (2017). How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. Educational Psychology, 37(4), 402–420. https://doi.org/https://doi.org/10.1080/01443410.2016.1179264
- Chung, K. K. H., & McBride-Chang, C. (2011). Executive functioning skills uniquely predict Chinese word reading. Journal of Educational Psychology, 103(4), 909–921. https://doi.org/https://doi.org/10.1037/a0024744
- Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/http://doi.org/10.1037/0033-2909.112.1.155
- Dijkstra, A. F. J., & Van Heuven, W. J. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism Language and Cognition, 5(3), 175–197. https://doi.org/https://doi.org/10.1017/S1366728902003012
- Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd Edition) (PPVT-III). American Guidance Service.
- Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel’s meta-analysis. Reading Research Quarterly, 36(3), 250–287. https://doi.org/https://doi.org/10.1598/RRQ.36.3.2
- Ensminger, M. E., & Fothergill, K. (2003). A decade of measuring SES: What it tells us and where to go from here. In M. H. Bornstein & R. H. Bradley (Eds.), Monographs in parenting series. Socioeconomic status, parenting, and child development (pp. 13–27). Lawrence Erlbaum Associates Publishers.
- Fung, W. K., & Chung, K. K. H. (2020). The role of socioeconomic status in Chinese word reading and writing among Chinese kindergarten children. Reading and Writing, 33(2), 377–397. https://doi.org/https://doi.org/10.1007/s11145-019-09967-2
- Geva, E., & Siegel, L. S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing, 12(1–2), 1–30. https://doi.org/https://doi.org/10.1023/A:1008017710115
- Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93(3), 530–542. https://doi.org/https://doi.org/10.1037/0022-0663.93.3.530
- Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. RASE: Remedial & Special Education, 7(1), 6–10. https://doi.org/https://doi.org/10.1177/074193258600700104
- Hatcher, P. J., Hulme, C., & Snowling, M. J. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45(2), 338–358. https://doi.org/https://doi.org/10.1111/j.1469-7610.2004.00225.x
- Ho, C. S. H., Leung, M. T., & Cheung, H. (2011). Early difficulties of Chinese preschoolers at familial risk for dyslexia: Deficits in oral language, phonological processing skills, and print-related skills. Dyslexia, 17(2), 143–164. https://doi.org/https://doi.org/10.1002/dys.429
- Ho, C. S. H., Wong, Y. K., Yeung, P.-S., Chan, D. W. O., Chung, K. K. H., Lo, S. C., & Luan, H. (2012). The core components of reading instruction in Chinese. Reading and Writing, 25(4), 857–886. https://doi.org/https://doi.org/10.1007/s11145-011-9303-1
- Hoff, E., Laursen, B., & Bridges, K. (2012). Measurement and model building in studying the influence of socioeconomic status on child development. In M. Lewis & L. Mayes (Eds.), A developmental environment measurement handbook (pp. 590–606). Cambridge University Press.
- Horton-Ikard, R., & Weismer, S. E. (2007). A preliminary examination of vocabulary and word learning in African American toddlers from middle and low socioeconomic status homes. American Journal of Speech-Language Pathology, 16(4), 381–392. https://doi.org/https://doi.org/10.1044/1058-0360(2007/041)
- Keung, Y. C., & Ho, C. S. H. (2009). Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children. Contemporary Educational Psychology, 34(2), 103–112. https://doi.org/https://doi.org/10.1016/j.cedpsych.2008.11.001
- Lam, C. B., & Chung, K. K. H. (2017). Associations of sleep problems with externalizing behaviors and preacademic performance: The moderating role of family socioeconomic status. Infant and Child Development, 26(5), 1–9. https://doi.org/https://doi.org/10.1002/icd.2026
- Liu, D., Chung, K. K. H., & McBride, C. (2016). The role of SES in Chinese (L1) and English (L2) word reading in Chinese-speaking kindergarteners. Journal of Research in Reading, 39(3), 268–291. https://doi.org/https://doi.org/10.1111/1467-9817.12046
- Liu, P. D., McBride-Chang, C., Wong, T. T. Y., Shu, H., & Wong, A. M. Y. (2013). Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34(4), 755–775. https://doi.org/https://doi.org/10.1017/S014271641200001X
- Magnuson, K. A., Sexton, H. R., Davis-Kean, P. E., & Huston, A. C. (2009). Increases in maternal education and young children’s language skills. Merrill-Palmer Quarterly, 55(3), 319–350. https://doi.org/https://doi.org/10.1353/mpq.0.0024
- McBride, C. (2016). Is Chinese special? Four aspects of Chinese literacy acquisition that might distinguish learning Chinese from learning alphabetic orthographies. Educational Psychology Review, 28(3), 523–549. https://doi.org/https://doi.org/10.1007/s10648-015-9318-2
- McBride-Chang, C., Cheung, H., Chow, B. W. Y., Chow, C. S. L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2). Reading and Writing, 19(7), 695–716. https://doi.org/https://doi.org/10.1007/s11145-005-5742-x
- McBride-Chang, C., Cho, J.-R., Liu, H., Wagner, R. K., Shu, H., Zhou, A., Cheuk, C. S.-M., & Muse, A. (2005). Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92(2), 140–160. https://doi.org/https://doi.org/10.1016/j.jecp.2005.03.009
- McBride-Chang, C., & Ho, C. S. H. (2000). Developmental issues in Chinese children’s character acquisition. Journal of Educational Psychology, 92(1), 50–55. https://doi.org/http://doi.org/10.1037/0022-0663.92.1.50
- McBride-Chang, C., & Kail, R. V. (2002). Cross-cultural similarities in the predictors of reading acquisition. Child Development, 73(5), 1392–1407. https://doi.org/https://doi.org/10.1111/1467-8624.00479
- McBride-Chang, C., Shu, H., Zhou, A., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children’s Chinese character recognition. Journal of Educational Psychology, 95(4), 743–751. https://doi.org/https://doi.org/10.1037/0022-0663.95.4.743
- Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89–120). Lawrence Erlbaum Associates Publishers.
- Moats, L. C. (2010). Speech to print: Language essentials for teachers (2nd ed.). Brookes.
- Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5), 665–681. https://doi.org/https://doi.org/10.1037/0012-1649.40.5.665
- Noble, K. G., Farah, M. J., & McCandliss, B. D. (2006). Socioeconomic background modulates cognition–achievement relationships in reading. Cognitive Development, 21(3), 349–368. https://doi.org/https://doi.org/10.1016/j.cogdev.2006.01.007
- Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), Blackwell handbooks of developmental psychology. The science of reading: A handbook (pp. 227–247). Blackwell. https://doi.org/https://doi.org/10.1002/9780470757642.ch13
- Ravid, D., & Schiff, R. (2006). Morphological abilities in Hebrew-speaking gradeschoolers from two socioeconomic backgrounds: An analogy task. First Language, 26(4), 381–402. https://doi.org/https://doi.org/10.1177/0142723706064828
- Reynolds, M. E., & Fish, M. (2010). Language skills in low-SES rural Appalachian children: Kindergarten to middle childhood. Journal of Applied Developmental Psychology, 31(3), 238–248. https://doi.org/https://doi.org/10.1016/j.appdev.2010.02.001
- Ricketts, J., Nation, K., & Bishop, D. V. M. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11(3), 235–257. https://doi.org/https://doi.org/10.1080/10888430701344306
- Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L., & Deacon, S. H. (2009). Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102(1), 96–113. https://doi.org/https://doi.org/10.1016/j.jecp.2008.01.004
- Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39(1), 3–20. https://doi.org/https://doi.org/10.1044/0161-1461(2008/002)
- Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78(4), 880–907. https://doi.org/https://doi.org/10.3102/0034654308320319
- Shu, H. (2003). Chinese writing system and learning to read. International Journal of Psychology, 38(5), 274–285. https://doi.org/https://doi.org/10.1080/00207590344000060
- Shu, H., & Anderson, R. C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32(1), 78–89. https://doi.org/https://doi.org/10.1598/RRQ.32.1.5
- Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947. https://doi.org/https://doi.org/10.1037/0012-1649.38.6.934
- Tong, X., & McBride-Chang, C. (2010). Developmental models of learning to read Chinese words. Developmental Psychology, 46(6), 1662–1676. https://doi.org/https://doi.org/10.1037/a0020611
- Vaknin-Nusbaum, V., & Raveh, M. (2018). Cultivating morphological awareness improves reading skills in fifth-grade Hebrew readers. The Journal of Educational Research, 112(3), 357–366. https://doi.org/https://doi.org/10.1080/00220671.2018.1528541
- Wang, Y., & McBride, C. (2017). Beyond copying: A comparison of multi-component interventions on Chinese early literacy skills. International Journal of Behavioral Development, 41(3), 380–389. https://doi.org/https://doi.org/10.1177/0165025416637212
- Wang, Y., McBride, C., Zhou, Y., Malatesha Joshi, R., & Farver, J. A. M. (2018). Becoming literate in Chinese: A comparison of native-speaking and non-native speaking children. Journal of Research in Reading, 41(3), 511–524. https://doi.org/https://doi.org/10.1111/1467-9817.12122
- Yeung, P. S., Ho, C. S. H., Chik, P. P. M., Lo, L. Y., Luan, H., Chan, D. W. O., & Chung, K. K. H. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Studies of Reading, 15(4), 285–313. https://doi.org/https://doi.org/10.1080/10888438.2010.482149
- Yeung, P. S., Ho, C. S. H., Wong, Y. K., Chan, D. W. O., Chung, K. K. H., & Lo, L. Y. (2013). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics, 34(6), 1245–1277. https://doi.org/https://doi.org/10.1017/S0142716412000239
- Yeung, S. S., & Ganotice, F. A. (2014). The role of phonological awareness in biliteracy acquisition among Hong Kong Chinese kindergarteners who learn English-as-a-second language (ESL). The Asia-Pacific Education Researcher, 23(3), 333–343. https://doi.org/https://doi.org/10.1007/s40299-013-0108-7
- Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A. (2020). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing, 33(3), 671–689. https://doi.org/https://doi.org/10.1007/s11145-019-09982-3
- Zhou, Y. L., McBride-Chang, C., Fong, C. Y. C., Wong, T. T. Y., & Cheung, S. K. (2012). A comparison of phonological awareness, lexical compounding, and homophone training for Chinese word reading in Hong Kong kindergartners. Early Education & Development, 23(4), 475–492. https://doi.org/http://doi.org/10.1080/10409289.2010.530478
- Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. https://doi.org/https://doi.org/10.1037/0033-2909.131.1.3