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Chapter 4. How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese?

Published on Jun 18, 2018
· DOI :10.1075/bpa.7.04koh
Poh Wee Koh3
Estimated H-index: 3
(FSU: Florida State University),
Xi Chen24
Estimated H-index: 24
(OISE/UT: Ontario Institute for Studies in Education),
Alexandra Gottardo14
Estimated H-index: 14
(WLU: Wilfrid Laurier University)
Abstract
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ABSTRACTThe developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second-language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different langua...
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Languages differ considerably in how they use prosodic features, or variations in pitch, duration, and intensity, to distinguish one word from another. Prosodic features include lexical tone in Chinese and lexical stress in English. Recent cross-sectional studies show a surprising result that Mandarin Chinese tone sensitivity is related to Mandarin–English bilingual children’s English word reading. This study explores the mechanism underlying this relation by testing two explanations of these ef...
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Abstract The nature of the relations among morphological awareness, vocabulary and word reading in Chinese children remains relatively unclear. The present study aimed to distinguish between sublexical morphological awareness, referring to the ability to use the meaning cues of semantic radicals embedded in a compound character, and lexical level morphological awareness, defined as the ability to understand and manipulate single characters (i.e., morphemes) comprising Chinese compound words, on ...
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The present study reported data on phonological awareness, morphological awareness, and Chinese literacy skills of 294 children from an 8-year longitudinal study. Results showed that mainland Chinese children's preliterate syllable awareness at ages 4 to 6 years uniquely predicted post-literate morphological awareness at ages 7 to 10 years. Preliterate syllable awareness directly contributed to character reading and writing at age 11 years, while post-literate phonemic awareness predicted only c...
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Lexical tone is one of the most prominent features in the phonological representation of words in Chinese. However, little, if any, research to date has directly evaluated how young Chinese children’s lexical tone identification skills contribute to vocabulary acquisition and character recognition. The present study distinguished lexical tones from segmental phonological awareness and morphological awareness in order to estimate the unique contribution of lexical tone in early vocabulary acquisi...
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Phonological awareness has been repeatedly reported as important for learning to read in different orthographies. It is important to understand what specific levels of phonological awareness are involved in Chinese and English for Chinese children who learn English-as-a-second-language (ESL). Measures of phonological awareness, word reading, letter name knowledge, receptive vocabulary, and non-verbal intelligence were administered to 94 Hong Kong Chinese ESL kindergarteners. In terms of within-l...
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Abstract This 2-year longitudinal study sought to identify a developmental pattern of Chinese and English reading skills in children with and without dyslexia from 6 to 8 years of age. Three groups of 15 children each—those with dyslexia, age-matched (AM) controls, and reading-matched (RM) controls—participated. Dyslexia was diagnosed at 8 years of age. All children were tested on phonological awareness, rapid automatized naming (RAN), morphological awareness, word reading, and vocabulary knowle...
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To evaluate the effects of bilingual education on minority-language children’s English language and literacy outcomes, we compared grade 1 Chinese-speaking Canadian children enrolled in three different instructional programs (French Immersion Chinese-English Paired Bilingual, English-only). ANCOVA results revealed that the French immersion children outperformed the other two groups on measures of English phonological awareness and word reading and that the bilingual groups were comparable to mon...
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The present study was designed to examine concurrent and longitudinal cross-linguistic transfer of phonological awareness and morphological awareness at two levels, the construct level and the reading level. We investigated whether phonological awareness and morphological awareness measured in one language are related to the same constructs measured in another language in Chinese-English bilinguals. Moreover, we assessed the cross-linguistic effects of the two constructs on reading concurrently ...
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