The development of phonological awareness and Pinyin knowledge in Mandarin-speaking school-aged children

Yang, Lin; Lin, You-Jing; Wang, Rui; Wu, Xiyu; Kong, Jiangping

doi:10.1080/17549507.2020.1819417

Cited by 8 publications

(7 citation statements)

References 29 publications

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“…These findings align with previous research, which has outlined varying degrees of influence of education level on different language domains [99]. Notably, in specific test like the Zhuyin blending and deletion test, we discover a positive association with the duration of education (r = 0.303, p = 0.031), suggesting that phonological awareness, particularly in complex tasks such as blending, may undergo continued development with increasing years of education [100,101]. The development and contributing factors to phonological awareness in the Chinese language have rarely been systematically studied, particularly beyond populations of preschoolers or elementary school children [102].…”

Section: Discussionsupporting

confidence: 91%

Assessment of Language Function in Older Mandarin-Speaking Adults with Mild Cognitive Impairment using Multifaceted Language Tests

Tseng,

Chang,

Chiu

2024

JAD

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Background: Individuals with amnestic mild cognitive impairment (aMCI), especially for those with multidomain cognitive deficits, should be clinically examined for determining risk of developing Alzheimer’s disease. English-speakers with aMCI exhibit language impairments mostly at the lexical–semantic level. Given that the language processing of Mandarin Chinese is different from that of alphabetic languages, whether previous findings for English-speakers with aMCI can be generalized to Mandarin Chinese speakers with aMCI remains unclear. Objective: This study examined the multifaceted language functions of Mandarin Chinese speakers with aMCI and compared them with those without cognitive impairment by using a newly developed language test battery. Methods: Twenty-three individuals with aMCI and 29 individuals without cognitive impairment were recruited. The new language test battery comprises five language domains (oral production, auditory and reading comprehension, reading aloud, repetition, and writing). Results: Compared with the controls, the individuals with aMCI exhibited poorer performance in the oral production and auditory and reading comprehension domains, especially on tests involving effortful lexical and semantic processing. Moreover, the aMCI group made more semantic naming errors compared with their counterparts and tended to experience difficulty in processing items belonging to the categories of living objects. Conclusions: The pattern identified in the present study is similar to that of English-speaking individuals with aMCI across multiple language domains. Incorporating language tests involving lexical and semantic processing into clinical practice is essential and can help identify early language dysfunction in Mandarin Chinese speakers with aMCI.

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Section: Discussionsupporting

confidence: 91%

Assessment of Language Function in Older Mandarin-Speaking Adults with Mild Cognitive Impairment using Multifaceted Language Tests

Tseng,

Chang,

Chiu

2024

JAD

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“…In fact, the only consistent and definite result one can surmise from all studies is summarized in Lin et al (2020) and is similar to the one reported in Read et al (1986) and in Mann (1986), as well as in many previous studies on a range of different languages: that phonological awareness develops in parallel to the acquisition of the phonological writing systems. In Chinese, such a system is typically either Pinyin romanization in Mainland China or the bpmf NPA in Taiwan.…”

Section: Conclusion and Future Suggestionssupporting

confidence: 88%

Phonological Awareness, Orthography, and Learning to Read Chinese

Lee¹,

Huang

2022

The Cambridge Handbook of Chinese Linguistics

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Phonological awareness is one of the most significant findings in research on reading in the last century (e.g., Mattingly 1972). The effect of phonological awareness has been attested by correlation studies, cross-sectional studies, longitudinal studies, and experimental intervention studies. These studies consistently show that phonological awareness is strongly correlated with reading acquisition, and in fact, it could be considered as the driving force of reading (Adams 1994). Interestingly, although phonological awareness is well attested in many languages and in most bilingual studies, the empirical data do not consistently support the relationship between phonological awareness and Chinese reading (Huang and Hanley 1995; Taylor 2002; Tzeng and Chen 曾世杰, 陳淑麗 2007). Given the inconsistent results, can they be attributed to the unique feature(s) of Chinese phonology, Chinese orthography, or other factors? Theoretical BackgroundResearch on phonological awareness and reading typically assume a simple processing model of reading with two basic components: word recognition (decoding) and language comprehension (Hoover and Gough 1990). The stages of reading development evolve from the stage of learning to read to the stage of reading to learn, with the transition occurring typically at the fourth grade. Learning to decode or sounding out a word is a critical factor in reading development (Chall 1983), while decoding a word is dependent on the development of phonological awareness and phonics (NICHD 2000). Previous studies on languages with alphabetic writing systems often assume that phonological awareness refers to the ability to represent and manipulate speech sound; and phonics the ability to segment the letter

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“…Despite device-inherent compromise in coding the precise temporal fine structure of the speech signal, children with CIs hold relatively robust sensitivity to holistic phonological structures as words and syllables, since these holistic forms are mainly distinguished by temporal and amplitude acoustic cues. In addition, prior studies suggested that syllable awareness is already well-developed before five years of age in Mandarin-speaking children (Lin et al, 2020;Shu et al, 2008). There is also evidence that Chinese preschoolers with CIs can do fairly well in perception tasks of consonants, vowels and lexical tones (Hong et al, 2019;H.…”

Section: Discussionmentioning

confidence: 98%

“…It follows that the basic developmental trajectory of PA in typically developing children with NH generally begins with awareness of larger units as word and syllable, which is followed sequentially by awareness of smaller units as rime and onset (Cupples, 2001). A recent study indicated that Mandarin-speaking children with NH obtained ceiling level in syllable awareness by Grade two, whereas their onset and rime awareness were still under development across grades (Lin, Lin, Wang, Wu, & Kong, 2020).…”

Section: Phonological Awarenessmentioning

confidence: 99%

Phonological Awareness and Working Memory in Mandarin-Speaking Preschool-Aged Children With Cochlear Implants

Zhang

Ding

et al. 2022

J Speech Lang Hear Res

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Purpose: Cochlear implants (CIs) provide significant benefits for profoundly deaf children in their language and cognitive development. However, it remains unclear whether Mandarin-speaking young children with early implantation can develop age-equivalent phonological awareness (PA) skill and working memory (WM) capacity as their normal hearing (NH) peers. The aim of this study was to investigate PA and WM in preschool-aged children with or without hearing loss and to examine the relationship between the two basic skills. Method: The data were collected from 16 Mandarin-speaking preschoolers with CIs and 16 age-matched children with NH. All preschool participants were instructed to complete four phonological detection tasks and four digit span tasks. Linear mixed-effects modeling was performed to evaluate PA and WM performances between two groups across different tasks. Results: CI preschoolers showed comparable performances on par with NH controls in phonological detections and visual digit spans. In addition, Pearson correlation analysis revealed a positive relationship between phonological detections and auditory digit spans in preschool-aged children with CIs. Conclusion: With early implantation, the congenitally deaf children were capable of developing age-appropriate PA skill and WM capacity, which have practical implications for aural rehabilitation in this special pediatric population.

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The development of phonological awareness and Pinyin knowledge in Mandarin-speaking school-aged children

Cited by 8 publications

References 29 publications

Assessment of Language Function in Older Mandarin-Speaking Adults with Mild Cognitive Impairment using Multifaceted Language Tests

Assessment of Language Function in Older Mandarin-Speaking Adults with Mild Cognitive Impairment using Multifaceted Language Tests

Phonological Awareness, Orthography, and Learning to Read Chinese

Phonological Awareness and Working Memory in Mandarin-Speaking Preschool-Aged Children With Cochlear Implants

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