Title: Effects of Different Early Literacy Programs on Chinese Word Recognition Among Taiwanese Kindergarteners
Stream: Language Learning and Teaching
Presentation Type: Live-Stream Presentation
Pei-Yu Lin, National Taichung University of Education, Taiwan
This study investigated the effects of the play-based program balanced with morphological intervention on Chinese word recognition. Excluded of young children with special needs and without parental consent forms, 69 participants, 30 boys and 39 girls, with a mean age of 65.86 months (SD=3.31), mainly from middle and low SES families, were randomly assigned into three programs, one balanced with morphological intervention (BM), another balanced with phonological intervention (BF), and the other as a control group with traditional curriculum (TC). Balanced with half an hour of intervention on morphological awareness in BM group, or phonological awareness in BF group, play-based curriculum was implemented in a plan-do-review routine within 6 play centers. Traditional curriculum was mainly scheduled by Mandarin phonetics reading and writing lessons, and free play sessions in 6 play centers were available individually for the ones who finished workbooks. Before the intervention, no differences were found among three groups in Expressive and Receptive Vocabulary Test, Mandarin Phonetics Test (MPT), and Chinese Word Recognition Test (CWRT). After 14 weeks of the intervention, results from the post-tests indicated that BM group performed worst in MPT, but excelled in CWRT among three groups. BM group performed significantly better in Morphological Awareness Test (MAT) as well as in CWRT than TC group, which performed best in MPT but worst in MAT and CWRT among three groups. Conventionally in Taiwan, kindergarteners followed the pathway of mastering Mandarin phonetics to gain Chinese word recognition. However, the results suggested a different pathway for kindergarteners to learn Chinese word reading via acquiring morphological awareness in Chinese.
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