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Chinese University of Hong Kong  \nECNU Review of Education 2020, Vol. 3(4) 678–693 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120930485](DOI: 10.1177/2096531120930485)[ ](DOI: 10.1177/2096531120930485)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study investigates young Chinese as a second language (CSL) learners’ Chinese character reading performance and its relationship with their orthographic awareness. There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’ CSL acquisition, so that more effective instruction can be provided.  \nDesign/Approach/Methods: A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments: orthographic awareness in identifying and utilizing character components, listening comprehension for vocabulary terms and short texts, and reading Chinese character lists with single- and two-character words.  \nFindings: The students performed consistently across the two lists but made fewer errors when reading the two-character word list, most of which were orthographical. Multiple regression analysis showed that the students’ orthographic awareness contributed significantly to their character reading.  \nOriginality/Value: The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills. Chinese classes  \nCorresponding author:  \nYu Ka Wong, Department of Curriculum and Instruction, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China.  \nEmail: [yukawong@cuhk.edu.hk](yukawong@cuhk.edu.hk)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nprovided for such students, and for CSL learners in general, should place greater focus on literacy training.  \nKeywords  \nChinese literacy, Chinese as a second language, Hong Kong’s ethnic minority students, orthographic awareness  \nDate received: 11 January 2020; accepted: 11 May 2020  \nAcquisition of literacy skills is one of the primary tasks of early schooling. As children begin primary education, they are normally fluent in their native oral language but possess only a limited understanding of its representation in writing. Learning to read lays the foundation for the life-long development of written language skills, which are crucial for success in both school and life. Unsurprisingly, many studies have focused on the improvement of early literacy instruction. Nonetheless, there remains a pressing need for a deeper understanding of the literacy acquisition process in the field of second language learning. First, the methods of acquisition and attainment levels of second language learners show greater variance than those of native learners (Aarts & Verhoeven, 1999) . Second, the quality of literacy instruction influences the social integration and advancement of immigrant learners studying a dominant second language (August & Shanahan, 2008), such as ethnic minority children learning Chinese as a second language (CSL) in Hong Kong. These CSL learners have linguistic profiles and learning needs that differ greatly from their native Chinese-speaking counterparts. The perceived lack of proficiency in written and spoken ","cbCaitkctZmgxIZA","https://ap.wps.com/l/cbCaitkctZmgxIZA","pdf",228008,16,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Literacy acquisition and second language variance\n## Ethnic minority learners and Chinese literacy challenges\n## Need for research on orthographic awareness in young CSL learners\n# Study Aim\n# Chinese language learning by Hong Kong’s ethnic minority students","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine how young CSL learners’ orthographic awareness relates to their Chinese character reading performance in Hong Kong ethnic minority students.\"},{\"question\":\"How were participants assessed in the study?\",\"answer\":\"A total of 157 Grade 4 students were evaluated using measures of orthographic awareness through character components, listening comprehension, and reading tasks using single- and two-character word lists.\"},{\"question\":\"What did the findings show about reading errors and orthographic awareness?\",\"answer\":\"Students made fewer errors on the two-character word list, and multiple regression indicated orthographic awareness contributed significantly to their character reading.\"}]","The Relationship Between Orthographic Awareness and Chinese Reading in Hong Kong’s Young CSL Learners | PDF",1792092042]