Connie Suk‐Han Ho
Biographic Data
| ID | 5972273 |
|---|---|
| NAME | Connie Suk‐Han Ho |
| GIVEN NAMES | Connie Suk‐Han |
| FAMILY NAME | Ho |
| SIGNATURE | HO C S H |
| AFFILIATIONS | University of Hong Kong China |
| ORCID | 0000-0002-0419-8224 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6
Background Studies have shown that word dictation and syntactic skills are significant predictors of written composition performance among Chinese children in elementary grades. However, there is a paucity of research on the bidirectional relationships between these two cognitive‐linguistic skills (i.e., word dictation and syntactic skills) and Chinese writing skills. Methods This paper reports the findings of a 1‐year longitudinal study tracking…
A Simple View of Writing in Chinese
This study examined the Chinese written composition development of elementary‐grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and syntactic skills), working memory, and Chinese written composition were administered to 249 Chinese students…
First‐Language Longitudinal Predictors of Second‐Language Literacy in Young L2 Learners
Can young students’ early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross‐language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word‐reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and lon…
Learning to Read Chinese Beyond the Logographic Phase
S This study investigated the role of phonetics for children learning to read Chinese. Participants were 45 Chinese first graders and 45 second graders recruited in Hong Kong. The study revealed that children name phonologically regular Chinese characters more accurately than irregular ones, and phonetic‐related errors were the most dominant type in reading Chinese characters and words. There were statistically significant correlations among Chin…
Learning to Read Chinese Beyond the Logographic Phase
S This study investigated the role of phonetics for children learning to read Chinese. Participants were 45 Chinese first graders and 45 second graders recruited in Hong Kong. The study revealed that children name phonologically regular Chinese characters more accurately than irregular ones, and phonetic‐related errors were the most dominant type in reading Chinese characters and words. There were statistically significant correlations among Chin…
First‐Language Longitudinal Predictors of Second‐Language Literacy in Young L2 Learners
Can young students’ early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross‐language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word‐reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and lon…
A Simple View of Writing in Chinese
This study examined the Chinese written composition development of elementary‐grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and syntactic skills), working memory, and Chinese written composition were administered to 249 Chinese students…
Learning to Read Chinese Beyond the Logographic Phase
S This study investigated the role of phonetics for children learning to read Chinese. Participants were 45 Chinese first graders and 45 second graders recruited in Hong Kong. The study revealed that children name phonologically regular Chinese characters more accurately than irregular ones, and phonetic‐related errors were the most dominant type in reading Chinese characters and words. There were statistically significant correlations among Chin…
First‐Language Longitudinal Predictors of Second‐Language Literacy in Young L2 Learners
Can young students’ early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross‐language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word‐reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and lon…
A Simple View of Writing in Chinese
This study examined the Chinese written composition development of elementary‐grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and syntactic skills), working memory, and Chinese written composition were administered to 249 Chinese students…
Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6
Background Studies have shown that word dictation and syntactic skills are significant predictors of written composition performance among Chinese children in elementary grades. However, there is a paucity of research on the bidirectional relationships between these two cognitive‐linguistic skills (i.e., word dictation and syntactic skills) and Chinese writing skills. Methods This paper reports the findings of a 1‐year longitudinal study tracking…
Linguistics (4 works) · Psychology (4 works) · Reading and Literacy Development (4 works) · Cognition (3 works) · Mathematics education (3 works) · Composition (language) (2 works) · Developmental psychology (2 works) · EFL/ESL Teaching and Learning (2 works) · Fluency (2 works) · Language Development and Disorders (2 works)