General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: a comparison between Chinese-English and Korean-English bilingual children

Wang, Min; Anderson, Alida; Cheng, Chenxi; Park, Young Joo; Thomson, Jennifer M.

doi:10.1007/s11145-007-9081-y

Cited by 67 publications

(26 citation statements)

References 34 publications

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“…Our findings that auditory processing skill contributed to word reading are consistent with findings from previous research studies across languages (e.g. Au & Lovegrove, ; Goswami, ; Reed, ; Wang et al, ; Witton et al, , ). Auditory sensitivity is a general processing skill that is common for learning to read any script, whereas speech perception and phonological awareness may need to be acquired for each language independently.…”

Section: Discussionsupporting

confidence: 92%

“…This aspect of auditory sensitivity, which employs the use of tone order judgement ability task (Tallal, 1980), has been found to be associated with word reading across both Chinese and English (e.g. Wang, Anderson, Cheng, Park & Thomson, 2008;Wang, Perfetti & Liu, 2005). In this temporal order judgement (TOJ) task, two tones using either high or low frequency are presented in pairs at various interstimulus intervals (ISIs) and the listener responds with two button presses to identify the order of the stimuli presented.…”

mentioning

confidence: 99%

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General auditory processing, speech perception and phonological awareness skills in Chinese–English biliteracy

Chung

McBride‐Chang

Cheung

et al. 2011

Journal Research in Reading

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This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese-speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2-4 (N 5 133) participated and were administered measures of IQ, word reading, phonological awareness, speech perception and auditory processing in both L1 and L2. Auditory processing uniquely explained both L1 and L2 word reading. While L1 speech perception accounted for unique variance in L1 word reading, L2 phonological awareness explained unique variance in L2 word reading. In cross-language comparisons, L1 phonological awareness and speech perception were uniquely associated with L2 word reading, suggesting cross-language transfer from L1 to L2 only. Results underscore the importance of auditory processing for reading across variable learning contexts.A large body of research has demonstrated the importance of early sensitivity to the phonological structure of words for children learning their first language (e.g. Wagner, Torgesen & Rashotte, 1994). However, very little is known about how the phonology of a second language is acquired and the way first (L1) and second language (L2) sound systems develop and interact. Reading in L1 and L2 may involve different, multifaceted phonological representations that are built from phonological awareness, speech perception and general auditory processing (e.g. Boets, Wouters, van Wieringen & Ghesquière, 2006; Schulte-Körne, Bartling, Deimel & Remschmidt, 1999). Zhang and McBride-Chang (2010) hypothesised a developmental model of word reading in which general auditory processing precedes and helps shape speech perception, which in turn

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Section: Discussionsupporting

confidence: 92%

mentioning

confidence: 99%

General auditory processing, speech perception and phonological awareness skills in Chinese–English biliteracy

Chung

McBride‐Chang

Cheung

et al. 2011

Journal Research in Reading

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“…Our FM stimuli consisted of a set of tones similar to those used by Anderson and Wang (), Gordon and Poeppel (), Luo, Wang, Poeppel, and Simon (), and Wang et al . (). FM stimuli employed two types of tones with different modulation slopes, either upward or downward, within the frequency range of 2 to 3 kHz.…”

Section: Methodssupporting

confidence: 91%

“…We used a phoneme deletion task adapted from those used by Gottardo, Yan, Siegel, and Wade-Woolley (2001), Wang, Anderson, Cheng, Park, and Thomson (2008), and Anderson and Wang (2011). The use of pseudo words in this task controlled for lexical effects on children's phonemic processing skills.…”

Section: Phoneme Deletionmentioning

confidence: 99%

“…FM auditory tasks are closely related to pitch perception and the exploration of the contrast between linguistic and nonlinguistic tonal stimuli. Our FM stimuli consisted of a set of tones similar to those used by Anderson and Wang (2011), Gordon and Poeppel (2001), Luo, Wang, Poeppel, and Simon (2006), and Wang et al (2008). FM stimuli employed two types of tones with different modulation slopes, either upward or downward, within the frequency range of 2 to 3 kHz.…”

Section: Nonlinguistic Soundsmentioning

confidence: 99%

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Native and Novel Language Prosodic Sensitivity in English‐Speaking Children with and without Dyslexia

2013

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Children with reading disability and normal reading development were compared in their ability to discriminate native (English) and novel language (Mandarin) from nonlinguistic sounds. Children's preference for native versus novel language sounds and for disyllables containing dominant trochaic versus non-dominant iambic stress patterns was also assessed. Participants included second and third grade monolingual native English speakers with reading disability (N = 18) and normal reading development (N = 18). Children selected from pairs of novel, native, and nonlinguistic sounds that was more like language. Both groups discriminated disyllabic linguistic sounds (native and novel) from nonlinguistic sounds. Both groups showed preference for the dominant English trochaic stress pattern over the non-dominant iambic stress pattern. Implications for development of prosodic sensitivity in relation to reading skills and future research are discussed.

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A computer‐based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading

Chen

et al. 2020

Dyslexia

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Pinyin is an alphabetic script that denotes pronunciations of Chinese characters. Studies have shown that Pinyin instruction enhances both phonological awareness (e.g., Shu et al., Developmental Science, 2008, 11, 171–181) and character reading (e.g., Lin et al., Psychological Science, 2010, 21, 1117–1122) in Chinese children. In the present study, we provided a 3‐week Pinyin intervention with a computer‐based Pinyin GraphoGame to disadvantaged migrant children with poor Pinyin skills. A total of 252 first graders who were children of migrant workers in a large Chinese city were assessed to identify poor Pinyin readers. Fifty‐six 7‐year‐old children with poor Pinyin skills were selected and randomly divided into a training group and a control group, with 28 children in each group. The training group played the Pinyin GraphoGame for 3 weeks, while the control group received school instruction only during the same period. Results showed that the children in the training group outperformed their peers in the control group on Pinyin reading accuracy and fluency, onset–rime and phonemic awareness, and character reading. These results suggest that the Pinyin GraphoGame may be a cost‐effective method to enhance Pinyin and literacy outcomes for underprivileged children in China.

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General auditory processing, Chinese tone processing, English phonemic processing and English reading skill: a comparison between Chinese-English and Korean-English bilingual children

Cited by 67 publications

References 34 publications

General auditory processing, speech perception and phonological awareness skills in Chinese–English biliteracy

General auditory processing, speech perception and phonological awareness skills in Chinese–English biliteracy

Native and Novel Language Prosodic Sensitivity in English‐Speaking Children with and without Dyslexia

A computer‐based Pinyin intervention for disadvantaged children in China: Effects on Pinyin skills, phonological awareness, and character reading

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