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Selected Development Project
 
Project Title

Phonological Awareness and Reading Development in Chinese Children: The Approach of Computer-assisted GraphoGame Intervention
遊戲干預對語音意識與閱讀能力發展的作用
 
Principal Investigator Dr LIN Dan
 
Area of Research Project
Psychological Studies
 
Project Period
From 01/2015 To 12/2017
Objectives
  • Examine and compare the effects of two computer-assisted interventions of pinyin and English GraphoGame on phonological awareness in English, Mandarin, and Cantonese among Hong Kong Chinese children
  • Investigate the effects of phonological awareness on Chinese reading development among Hong Kong Chinese children
  • Investigate the effects of phonological awareness on English reading development among Hong Kong Chinese children
Methods Used
300 children were assigned randomly to the three groups of pinyin GraphoGame intervention, English GraphoGame intervention, and the control. Children in the intervention groups played the corresponding computer games for 10-15 minutes daily for five sessions a week over a 12-week. Pretest, posttest, and two follow-up tests were administered with three-month interval to test the short-term and long-term intervention effects. Tasks of word reading in Chinese and English, phonological awareness in Chinese and English, nonverbal reasoning, rapid automatized naming and vocabulary knowledge were administered individually in a quiet room by trained research assistants. The performance of the children who played Pinyin and English GraphoGame was compared against that of the control group.
Summary of Findings

To be updated.
Impact

By taking the computer-assisted intervention approach, employing longitudinal designs in Hong Kong’s unique language environment of “biliteracy and trilingualism”, the study tested the hypothesis of universal phonological principal (Perfetti & Tan, 1998) in reading a non-alphabetic script (i.e., Chinese) and an alphabetic script (i. e., English) in the same group of non-western children, and thus contribute to an increased understanding of reading development from a global perspective.y taking the computer-assisted intervention approach, employing longitudinal designs in Hong Kong’s unique language environment of “biliteracy and trilingualism”, the study tested the hypothesis of universal phonological principal (Perfetti & Tan, 1998) in reading a non-alphabetic script (i.e., Chinese) and an alphabetic script (i. e., English) in the same group of non-western children, and thus contribute to an increased understanding of reading development from a global perspective.
Selected Publications Related to the Study
To be updated.
Biography of Principal Investigator

LIN Dan is a developmental psychologist with research interests mainly in cognitive development. Her research focuses on reading and writing development, language and learning, learning difficulties and interventions.
Funding Source

General Research Fund