Phonological skills are important in learning to read Chinese.

Ho, Connie Suk‐Han; Bryant, Peter

doi:10.1037/0012-1649.33.6.946

Cited by 330 publications

(347 citation statements)

References 18 publications

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“…Therefore, logographic literates should behave more like illiterates on tasks that aim to measure this aspect of processing. There is already substantial empirical evidence within the literature to support such a position with Chinese literates who have not been exposed to an alphabetic writing system displaying reduced levels of phonological awareness (Cheung et al, 2001;Ho & Bryant, 1997;Huang & Hanley, 1995McBride-Chang et al, 2004;Read et al, 1986;Shu et al, 2008). Further, recent evidence from neuroimaging studies support the critical role of orthographic transparency in modulating effects of literacy on speech processing, with less involvement of associated orthographic processing regions observed in logographic literates compared to alphabetic literates when processing speech (Cao et al, 2011) and greater developmental changes in phonological processing regions as a consequence of literacy training in English over Chinese students (Brennan et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…phonemes) it has been proposed that explicit training is necessary. Evidence in support of this position comes from observed similarities in processing between illiterates and logographic literates, for example Chinese literates, where there is little systematic correspondence between orthographic representations and the sequence of speech sounds that constitute their spoken form (Brennan, Cao, Pedroarena-Leal, McNorgan, & Booth, 2013;Cao et al, 2011;Cheung, Chen, Lai, Wong, & Hills, 2001;Ho & Bryant, 1997;Huang & Hanley, 1995McBride-Chang, Bialystok, Chong, & Li, 2004;Read, Yun-Fei, Hong-Yin, & Bao-Qing, 1986;Shu, Peng, & McBride-Chang, 2008). …”

Section: Changes To Phonological Representations and Literacymentioning

confidence: 99%

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Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Smith

Monaghan

Huettig

2014

Cognitive Psychology

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a b s t r a c tLearning to read and write requires an individual to connect additional orthographic representations to pre-existing mappings between phonological and semantic representations of words. Past empirical results suggest that the process of learning to read and write (at least in alphabetic languages) elicits changes in the language processing system, by either increasing the cognitive efficiency of mapping between representations associated with a word, or by changing the granularity of phonological processing of spoken language, or through a combination of both. Behavioural effects of literacy have typically been assessed in offline explicit tasks that have addressed only phonological processing. However, a recent eye tracking study compared high and low literate participants on effects of phonology and semantics in processing measured implicitly using eye movements. High literates' eye movements were more affected by phonological overlap in online speech than low literates, with only subtle differences observed in semantics. We determined whether these effects were due to cognitive efficiency and/or granularity of speech processing in a multimodal model of speech processing -the amodal shared resource model (ASR, Smith, Monaghan, & Huettig, 2013a,b). We found that cognitive efficiency in the model had only a marginal effect on semantic processing and did not affect performance for phonological processing, whereas fine-grained versus coarse-grained

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Section: Discussionmentioning

confidence: 99%

Section: Changes To Phonological Representations and Literacymentioning

confidence: 99%

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Smith

Monaghan

Huettig

2014

Cognitive Psychology

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“…It is not surprising, therefore, that visual skills predict read ability in Chinese better than they predict reading ability in alphabetic writing systems. More surprising, at first glance, is that phonological skills are also predictors of individual differences in Chinese children's reading skills (Ho & Bryant, 1997), even though readers of Chinese do not develop phoneme awareness to the level observed among readers of alphabetic languages (Read, Zhang, Nie, & Ding, 1986).…”

Section: Dyslexia In Different Languagesmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,053

1,591

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We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

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“…Thus, the child's awareness of the phonological structure of speech plays a pivotal role in the development of reading ability. Since the 1960s, a large number of studies have supported this theory, while also suggesting that the child's phonological sensitivity serves as a universal mechanism governing reading ability across different writing systems including alphabetic English (4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14) and logographic Chinese (15)(16)(17). Phonological awareness occurs at several levels, from coarse sound units such as syllables to fine-grained sound units such as phonemes represented by letters.…”

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confidence: 99%

Reading depends on writing, in Chinese

Tan

Spinks

Eden

et al. 2005

Proc. Natl. Acad. Sci. U.S.A.

384

345

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Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is manifested universally across languages and that behavioral remediation using strategies addressing phonological awareness alleviates reading difficulties in dyslexics. The prevailing view of the central role of phonological awareness in reading development is largely based on studies using Western (alphabetic) languages, which are based on phonology. The Chinese language provides a unique medium for testing this notion, because logographic characters in Chinese are based on meaning rather than phonology. Here we show that the ability to read Chinese is strongly related to a child's writing skills and that the relationship between phonological awareness and Chinese reading is much weaker than that in reports regarding alphabetic languages. We propose that the role of logograph writing in reading development is mediated by two possibly interacting mechanisms. The first is orthographic awareness, which facilitates the development of coherent, effective links among visual symbols, phonology, and semantics; the second involves the establishment of motor programs that lead to the formation of long-term motor memories of Chinese characters. These findings yield a unique insight into how cognitive systems responsible for reading development and reading disability interact, and they challenge the prominent phonological awareness view.dyslexia ͉ phonological awareness ͉ reading development ͉ child language ͉ reading Chinese

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Phonological skills are important in learning to read Chinese.

Cited by 330 publications

References 18 publications

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model

Specific reading disability (dyslexia): what have we learned in the past four decades?

Reading depends on writing, in Chinese

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