Effects of metalinguistic awareness on Chinese as a second language spelling through the mediation of reading and copying

Wong, Yu Ka; Zhou, Yanling

doi:10.1007/s11145-021-10167-0

Cited by 11 publications

(5 citation statements)

References 67 publications

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“…In other words, the Textbook 2 (ICI) developed higher radical awareness for CHL learners, which in turn contributed to better performance in character writing. This finding provides the evidence for the importance and the mediation effect of radical awareness in character acquisition for CHL learners, which is consistent with native Chinese learners (Liu et al, 2017;Yang et al, 2019;Zhang, 2014) and CSL learners (Wong & Zhou, 2022).…”

Section: Mediation Effect Of Radical Awareness On Character Writingsupporting

confidence: 85%

“…Significant partial mediating effects of semantic radical function knowledge and vocabulary skills are also found in the association between morphological awareness and character reading (Liu et al, 2017). For young Chinese as a second language (CSL) learners, radical awareness is found to have both direct and indirect influences via the mediation of character reading and copying on character writing (Wong & Zhou, 2022). Previous findings have revealed the importance and mediation effect of radical awareness in character reading and writing for native Chinese speakers and CSL learners.…”

Section: Factors and Relationships In Chinese Character Acquisitionmentioning

confidence: 86%

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Radical Awareness and Chinese Character Recognition in Chinese as a Heritage Language: Comparison between Two Textbooks

2023

IJEH

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The purpose of this study is to understand the role of radical awareness in Chinese as a Heritage Language (CHL) Learners’ character recognition. In addition, this study also compared the character learning pedagogies in two different textbooks. The Textbook 2 group (Immediate Character Introduction) who had the opportunity to learn the radicals earlier than the Textbook 1 group (Delayed Character Introduction) established radical awareness at an earlier stage and as a result performed better in character writing. Radical awareness has been proved to have a mediation effect between the type of textbook and character writing. These findings provide important implications for selecting CHL textbook and designing CHL coursework. Specifically, it is crucial for CHL instructors to consider the timing of introducing radicals and establishing radical awareness to assist character recognition.

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Section: Mediation Effect Of Radical Awareness On Character Writingsupporting

confidence: 85%

Section: Factors and Relationships In Chinese Character Acquisitionmentioning

confidence: 86%

Radical Awareness and Chinese Character Recognition in Chinese as a Heritage Language: Comparison between Two Textbooks

2023

IJEH

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“…The mean signals were compared between two strategy groups over participants using independent sample t contrast. Because reading development of Chinese has been found to behaviorally benefit from writing ability ( Tan et al, 2005b ; Ye et al, 2021 ; Wong and Zhou, 2022 ; see Introduction), and because the selected ROIs have been suggested specific to Chinese reading, we examined whether the additional writing training resulted in increased activations in these regions, by performing the pinyin + writing > pinyin group contrasts.…”

Section: Methodsmentioning

confidence: 99%

“…Chinese readers cannot rely on rules of orthographic-phonological mapping to decode the sound of a written word like one might do in alphabetic language reading. The critical role of phonological awareness in English reading development has been well documented ( Wagner et al, 1997 ; Eden and Moats, 2002 ; Temple et al, 2003 ; Vellutino et al, 2004 ; Ziegler and Goswami, 2005 ; McArthur et al, 2018 ), whereas the reading development of Chinese as first or second language has been found to benefit much less from phonological skills ( Meade, 2020 ) but more from the writing ability and orthographic awareness ( Tan et al, 2005b ; Ye et al, 2021 ; Wong and Zhou, 2022 ). Meta-analyses have consistently recognized the roles of several regions in orthographic processing and orthographic-phonological mapping during Chinese reading, including intraparietal sulcus/superior parietal lobule (IPS/SPL; Tan et al, 2005a ; C.Y.…”

Section: Introductionmentioning

confidence: 99%

How Characters Are Learned Leaves Its Mark on the Neural Substrates of Chinese Reading

Feng

Mak

Wang

et al. 2022

eNeuro

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Understanding how the brain functions differently as one learns to read may shed light on the controversial nature of the reading ability of human being. Logographic writing system such as Chinese has been found to rely on specialized neural substrates beyond the reading network of alphabetic languages. The ability to read in Chinese has also been proposed to rely on writing skills. However, it was unclear whether the learning-related alteration of neural responses was language specific or resulted from the more reliance on writing practice during acquisition. This study investigated whether the emergence of typical logographic-specific regions relied on learning by writing. We taught proficient alphabetic language readers Chinese characters and used pre-test and post-test to identify changes in two critical stages of reading, namely, orthographic processing and orthographic-to-phonological mapping. Two typical left hemispheric areas for logographic reading showed increased responses to characters in the brains of proficient alphabetic readers after learning, regardless of whether the learning strategy involved writing practice. Moreover, learning strategy modulated the response magnitude or multivoxel patterns in the left superior parietal lobule, left middle frontal gyrus, and right fusiform gyrus, some of which were task dependent. The findings corroborated a limited role of writing in the emergence of logographic-specific reading network and suggested the heterogeneous nature of different brain regions in this network.

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“…Particularly, learners' ability to manipulate compound word structures and distinguish homophones/homographs accounts for variances in Chinese vocabulary (McBride‐Chang et al, 2008) and word reading skills (Liu & McBride‐Chang, 2014; McBride, 2016). Wong and Zhou (2022) found that orthographic and morphological awareness contributed directly to CSL learners' word reading and copying and indirectly to spelling. In sum, the findings of these studies consistently indicate the influential role of orthographic skills and morphological knowledge in Chinese literacy acquisition.…”

Section: Theoretical Framework: Simple View Of Reading In Chinesementioning

confidence: 99%

Promoting foundational linguistic skills for reading development in young Chinese language learners: A 1‐year intervention study

Wong

玄奘

Inoue

2023

Journal Research in Reading

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Background: Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-secondlanguage (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension. Method: A total of 186 Grade 4 CSL students (mean age = 9.22, SD = 0.56) participated in the study and were grouped into the treatment (N = 96) and control (N = 90) groups. A range of Chinese language and literacy skills were assessed before and after the intervention. Results: The path analysis showed that the intervention significantly affected orthographic knowledge, word reading and listening comprehension directly and reading comprehension indirectly through the three componential skills after controlling for nonverbal reasoning, vocabulary and autoregressors. Conclusions: The findings suggest that orthographic knowledge, word reading and listening comprehension may be promising targets for instructing young CSL learners.

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Effects of metalinguistic awareness on Chinese as a second language spelling through the mediation of reading and copying

Cited by 11 publications

References 67 publications

Radical Awareness and Chinese Character Recognition in Chinese as a Heritage Language: Comparison between Two Textbooks

Radical Awareness and Chinese Character Recognition in Chinese as a Heritage Language: Comparison between Two Textbooks

How Characters Are Learned Leaves Its Mark on the Neural Substrates of Chinese Reading

Promoting foundational linguistic skills for reading development in young Chinese language learners: A 1‐year intervention study

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