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      Dialogic reading and morphology training in Chinese children: effects on language and literacy.

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          Abstract

          This study investigates the effects of parent-child shared book reading and metalinguistic training on the language and literacy skills of 148 kindergartners in Hong Kong. Children were pretested on Chinese character recognition, vocabulary, morphological awareness, and reading interest and then assigned randomly to 1 of 4 conditions: the dialogic reading with morphology training (DR + MT), dialogic reading (DR), typical reading, or control condition. After a 12-week intervention period, the DR intervention yielded greater gains in vocabulary, and the DR + MT intervention yielded greater improvement in character recognition and morphological awareness. Both interventions enhanced children's reading interest. Results confirm that different home literacy approaches influence children's oral and written language skills differently: Shared book reading promotes language development, whereas parents' explicit metalinguistic training within a shared book reading context better prepares children for learning to read.

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          Author and article information

          Journal
          Dev Psychol
          Developmental psychology
          American Psychological Association (APA)
          0012-1649
          0012-1649
          Jan 2008
          : 44
          : 1
          Affiliations
          [1 ] Department of Psychology, Chinese University of Hong Kong, Shatin, Hong Kong.
          Article
          2007-19851-024
          10.1037/0012-1649.44.1.233
          18194022
          1afb79c5-2c73-41f4-8371-a6f2664a232f
          History

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