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      The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition.

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      Developmental Psychology
      American Psychological Association (APA)

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          Abstract

          This study examined the role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. The subjects were 154 1st, 2nd, 3rd, and 5th graders in Beijing who had learned an alphabetic script known as Hanyu Pinyin to help read Chinese characters. Children's performance on tests of various cognitive skills, reading ability, and pinyin knowledge were examined. Results of hierarchical regression analyses showed that (a) visual skills predicted reading success at lower grades; (b) pinyin knowledge and the ability to discriminate homophonic characters predicted reading success in Grades 2, 3, and 5; and (c) onset-rime awareness, but not phonemic awareness, predicted Chinese reading. This suggests that learning to read Chinese progresses from a logographic phase to an orthographic-phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system.

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          Most cited references47

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          Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.

          Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent phonological processing ability.
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            • Record: found
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            Explicit syllable and phoneme segmentation in the young child

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              Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children

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                Author and article information

                Journal
                Developmental Psychology
                Developmental Psychology
                American Psychological Association (APA)
                1939-0599
                0012-1649
                2001
                2001
                : 37
                : 6
                : 886-899
                Article
                10.1037/0012-1649.37.6.886
                11699761
                9f1ff069-d53e-446d-a4f1-e1fd3d100d55
                © 2001
                History

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