Early reading and writing development among Chinese kindergarten children in Montessori and traditional Chinese schools.
Published: 2004
Language: eng
Number of pages: 57
Subjects: Language acquisition -- China.; Kindergarten -- China.; Montessori method of education -- China.; Reading (Early childhood) -- China.
Description: This study was conducted to discover whether Chinese children would go through a similar process of building their theories of print as their English-speaking peers, and whether different schooling (traditional Chinese schooling and Montessori schooling) in the same cultural context affect children's literacy development in different ways. 79 children of age four and age five respectively from one traditional school and one Montessori school were participated in the study. This study found that there were similarities in the early phases of reading and writing development between two languages, Chinese and English. Children from different schooling systems in the same cultural context showed different developmental performance in these tasks indicating that different schooling may have different impacts on children's development of reading and writing. Children from traditional Chinese kindergarten performed better than those from Montessori school in both tasks.
Notes: Adviser:  Janette Pelletier.

Thesis (M.A.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Masters Abstracts International, Volume: 43-03, page: 0661.

MICR copy on microfiche (1 microfiche).