word recognition skill
phonological awareness intervention

Noteworthy Academic Articles (ERIC search; up to August 9, 2010)
Goswami, U. (2005). Synthetic Phonics and Learning to Read: A Cross‐language Perspective. Educational Psychology in Practice, 21(4), 273-282. doi:10.1080/02667360500344823. In CUHK.
Shows that an adapted synthetic phonics syllabus is need for speakers of Liverpool English.

Does phonological awareness increase HK students' pronunciation and spelling performance? If so, can anything be done to raise their phonological awareness?

Factors influencing English word recognition/identification performance of students in Hong Kong (whose mother tongue is logographic).
(See Durgunoglu et al., 1993)

Phonological awareness is one of the strongest predictors of success in learning to read. Recent research findings indicate that the development of proficiency in the first language (L1) reading structures may significantly influence reading acquisition in a second language (L2). In Hong Kong, the majority of students are Chinese, whose first language is logographic. Apparently, phonological awareness does not play a part in HK children's learning to read Chinese. Although phonics is taught to lower primary children, it is not primarily for teaching beginning reading. Given the situation, can phonics, or phonological awareness activities, facilitate our students' learning of pronunciation and spelling?

Much of the research on PA with European children is concerned with kindergarten children. Little research on young adolescent students, or older children.

Articles to Check Out
Bialystok, 2001.
Examines differences in metalinguistic development between monolingual and bilingual children in terms of three subcategories: word awareness, syntactic awareness, and phonological awareness. In each case, some studies have reported advantages for bilingual children, while others have found either no difference between the groups or monolingual advantages. (Author/VWL)