The Role of Phonological Processing in Early Reading Ability: What We Can Learn From Chinese

Hu, Chieh–Fang; Catts, Hugh W.

doi:10.1207/s1532799xssr0201_3

Cited by 195 publications

(177 citation statements)

References 47 publications

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“…For example, phonological awareness appeared to be a particularly important correlate of Chinese reading acquisition in the present study. This was in line with findings of past research, such as Hu andCatts (1998), andHo (2000), and further underscores the importance of phonological awareness for learning to read nonalphabetic languages such as Chinese. On the other hand, although we included several tasks previously demonstrated to predict unique variance in Chinese character recognition, such as vocabulary, phonological awareness, and naming speed (e.g., Ho & Bryant, 1997;Huang & Hanley, 1995;McBride-Chang & Ho, 2000), the variance in Chinese character recognition predicted by these skills collectively was relatively small, ranging from 6 to 25%.…”

Section: Critiques and Future Directionssupporting

confidence: 90%

“…Some have found a positive relation of visual skills with reading without statistically controlling for other reading-related factors (e.g., Lee, Stigler, & Stevenson, 1986), while others have found no association (e.g., Hu & Catts, 1998;McBride-Chang & Ho, 2000). One well-known study (Huang & Hanley, 1995) found that a Visual Paired Associates test significantly predicted Chinese character recognition among children, ages 8.3 to 9.3 years in Taiwan.…”

Section: Visual Skillsmentioning

confidence: 99%

“…In Chinese, those constructs are phonological awareness (Ho & Bryant, 1997;Hu & Catts, 1998;McBride-Chang & Ho, 2000;McBride-Chang & Kai1, 2002) and naming speed (e.g., Ho & Lai, 1999;Hu & Catts, 1998;Shu, Meng, & Lai, 2003). Both phonological awareness and speeded naming tasks have been shown to predict unique variance in Chinese character recognition and to distinguish good from poor readers of Chinese.…”

Section: Visual Skillsmentioning

confidence: 99%

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Chinese character acquisition and visual skills in two Chinese scripts

et al. 2005

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Abstract. Three different visual skills, along with Chinese character recognition, vocabulary, speeded naming, and syllable deletion skills were tested twice over one school year among 118 Hong Kong and 96 Xiangtan, China kindergartners. Results revealed that a task of Visual Spatial Relationships [Gardner, M. F. (1996). Test of visual-perceptual skills (Non-motor): Revised manual. Hydesville, CA: Psychological and Educational Publications] predicted unique variance in Chinese character recognition, controlling for other skills, at Time 1 among Hong Kong children and at Time 2 in Xiangtan children. The three visual skills were inconsistently affected by age and reading skill. Across testing times, visual skills of the Xiangtan children, who learn simplified script, were significantly higher than those of the Hong Kong children, learning traditional script. Results suggest a bidirectional association of visual skills with Chinese character acquisition across scripts.

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Section: Critiques and Future Directionssupporting

confidence: 90%

Section: Visual Skillsmentioning

confidence: 99%

Section: Visual Skillsmentioning

confidence: 99%

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Chinese character acquisition and visual skills in two Chinese scripts

et al. 2005

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“…There is a common perception, among Japanese people at least, that the Chinese characters they use (known in Japan as kanji) do encode meaning directly, without the mediation of phonology. However, Kess and Miyamoto (1999) quote a wealth of research that provides evidence of both Japanese and Chinese subjects accessing phonological as well as semantic information during word recognition tasks involving reading Chinese characters (See also Akamatsu, 2005;Hu & Catts, 1993, 1998Perfetti & Zhang, 1995). Effective reading also involves the use of critical thinking, but although instruction in this area can often have benefits for English learners (See Lestari, 2015, for example), it is beyond the scope of the present paper to delve into the more cognitive aspects of the process.…”

Section: (Get This Show On the Road)mentioning

confidence: 99%

Reading in English as a Foreign Language: Relative Contributions of Vocabulary and Phonological Awareness

Ihata

Ihata²

2017

pijss

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“…In Mandarin Chinese, the onset of a syllable is always a single consonant (initial clusters are not permitted). The rime consists mainly of a vowel (Hu & Catts, 1998;Huang & Hanley, 1994;McBride-Chang & Ho, 2000).…”

Section: Logographic Writing Systemsmentioning

confidence: 99%

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

Shakkour¹

2014

OJML

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The purpose of this article is to review published studies regarding acquisition of English as a second or foreign language by students of different linguistic backgrounds, in light of the English language's opaque alphabetic orthography. This review focuses on the contribution of first language cognitive skills (orthographic knowledge, phonological awareness, and morphological awareness) in native speakers of languages with alphabetic and logographic orthographies, to English second-language reading skills (word reading and reading comprehension), to better understand the contribution of cognitive reading skills in alphabetic and logographic languages to the acquisition of English reading skills as a second language. The author examines findings in the context of second-language learning theories, and two contradictory hypotheses in particularthe linguistic interdependence hypothesis and the script-dependent hypothesis. The author finds that no consensus can be indicated as to the contribution of most native-language skills in alphabetic vs. logographic languages to the acquisition of second-language or foreign-language English reading, or even whether or not they are language-specific (script-dependent). The exception is phonological awareness in alphabetical orthographies (but not logographic orthographies) which received a consensus among researchers supporting its transfer from the native language to English as a second or foreign language.

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The Role of Phonological Processing in Early Reading Ability: What We Can Learn From Chinese

Cited by 195 publications

References 47 publications

Chinese character acquisition and visual skills in two Chinese scripts

Chinese character acquisition and visual skills in two Chinese scripts

Reading in English as a Foreign Language: Relative Contributions of Vocabulary and Phonological Awareness

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

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