The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners' Chinese Character Reading.

Chinese character reading Pinyin letter knowledge phonological awareness visual perception skills

Journal

Behavioral sciences (Basel, Switzerland)
ISSN: 2076-328X
Titre abrégé: Behav Sci (Basel)
Pays: Switzerland
ID NLM: 101576826

Informations de publication

Date de publication:
27 Jul 2022
Historique:
received: 28 06 2022
revised: 15 07 2022
accepted: 17 07 2022
entrez: 25 8 2022
pubmed: 26 8 2022
medline: 26 8 2022
Statut: epublish

Résumé

Word identification models assume that words are identified by at least two sources of information and analysis; one is phonological, and the other is visual. The present study investigated the influence of phonological awareness, Pinyin letter knowledge, and visual perception skills on Chinese character recognition after controlling for vocabulary, rapid naming, and verbal short-term memory in 80 Mandarin-speaking kindergarten children. Children were tested on phonological awareness (syllable awareness, onset-end rhyme awareness, and tone awareness), Pinyin letter naming, and visual perception (visual discrimination and visual-spatial relationships). The results showed that variance in Chinese character recognition could be explained by syllable awareness and tone awareness, but not by visual perception skills or Pinyin letter knowledge. Analyses further indicated that Pinyin letter knowledge moderated the relationship between tone awareness and Chinese character recognition. A focus on tone awareness and syllable awareness in the kindergarten may help Chinese children to accomplish the transition from phonological awareness to early literacy, while Pinyin letter knowledge can help children to make the connection between Chinese speech and writing.

Identifiants

pubmed: 36004825
pii: bs12080254
doi: 10.3390/bs12080254
pmc: PMC9404830
pii:
doi:

Types de publication

Journal Article

Langues

eng

Subventions

Organisme : China Scholarship Council
ID : 201608340056

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Auteurs

Han Yuan (H)

Faculty of Education, Shenzhen University, Shenzhen 518061, China.

Eliane Segers (E)

Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR Nijmegen, The Netherlands.

Ludo Verhoeven (L)

Behavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR Nijmegen, The Netherlands.

Classifications MeSH