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The Role Of Phonological And Morphological Awareness In Early Chinese Reading Of Young Children Who Are Deaf Or Hard Of Hearing In Taiwan
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Book Synopsis The Role of Phonological and Morphological Awareness in Early Chinese Reading of Young Children who are Deaf Or Hard of Hearing in Taiwan by : Yi-Hui Chen
Download or read book The Role of Phonological and Morphological Awareness in Early Chinese Reading of Young Children who are Deaf Or Hard of Hearing in Taiwan written by Yi-Hui Chen and published by . This book was released on 2005 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Morphological Awareness Among Mandarin-Speaking and Cantonese-Speaking Children by : Hui Luan
Download or read book The Role of Morphological Awareness Among Mandarin-Speaking and Cantonese-Speaking Children written by Hui Luan and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Morphological Awareness Among Mandarin-speaking and Cantonese-speaking Children" by Hui, Luan, 欒輝, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled The Role of Morphological Awareness In Chinese Developmental Dyslexia Submitted by Hui Luan for the degree of Doctor of Philosophy at the University of Hong Koiig in August 2005 Chinese is a non-alphabetic and morpheme-based language. For its unique characteristics, many researchers believe that morphological knowledge may play a more important role in reading Chinese than i11 alphabetic languages. Recent research findings have showed that morphological awareness is very important in Chinese reading acquisition and even has more contribution than phonological awareness to predict reading performance in Chinese (McBride-Chang, 2003; Li, 2002; Wang, 1999). However, the role of morphological awareness in Chinese developmental dyslexia has not been examined before. To fill this gap, the aims of the present study were to examine: (a), the unique contribution of morphological awareness to reading among Mandarin-speaking and Cantonese-speaking children; (b), the role of phonological awareness and orthographic awareness in morphological awareness; (c), whether morphological deficit exists in Chinese developmental dyslexia; and (d), the relative contribution of morphological awareness to reading failure as coinpared with other cognitive slulls. To address the first two aims, two groups of average readers speaking Cantonese or Mandarin were recruited and tested on morphological awareness, phonological awareness, rapid naming, phonological memory, orthographic knowledge and visual skills. The results of regression analyses showed that morphological awareness have great and unique contribution to reading ainong the Chinese average readers, and the role of phonological awareness and orthographic awareness in molyhological awareness is significant among Mandarin-speaking and .Cantonese-speaking children respectively. To address the third and fourth aims, two groups of dyslexic children speaking Cantonese or Mandarin, with average readers of the same chronological age (CA) and average readers of the same reading level (RL) as controls, were tested on morphological awareness. The results of group comparison showed that the dyslexic children performed worse than CA controls in nearly all the morphological tasks, but similar to RL controls in most of the morphological tasks. Individual analyses showed that morphological deficit was prevalent for both Cantonese-speaking and Mandarin-speaking children. The present findings were the first time to show the existence and high prevalence of morphological deficit in Chinese developmental dyslexia. The results of individual analyses showed that morphological deficit, phonological awareness deficit and naming speed deficit are three most dominant deficits among Mandarin-speaking dyslexic children, while morphological deficit, naming speed deficit and orthographic deficit are three most dominant deficits among Cantonese-speaking dyslexics. DOI: 10.5353/th_b3621063 Subjects: Chinese language - Morphology Chinese language - Phonology Language awareness in children Dyslexic children
Book Synopsis ROLE OF PHONOLOGICAL AWARENESS by : Wai-Ting Siok
Download or read book ROLE OF PHONOLOGICAL AWARENESS written by Wai-Ting Siok and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness and Visual-orthographic Skills in Chinese Reading Acquisition" by Wai-ting, Siok, 蕭慧婷, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled 'The Role Of Phonological Awareness And Visual-Orthographic Skills In Chinese Reading Acquisition' submitted by Siok Wai Ting for the degree of Doctor of Philosophy at the University of Hong Kong in March 2001 This study examined the role of phonological awareness and visuo- orthographic processing skills in the development of Chinese reading abilities. Research using alphabetic languages has generally shown that phonological awareness, the ability to conceive of spoken words as sequences of smaller units of sound segments, is strongly related to success in reading. In particular, phonological awareness measured at both the onset- rime and the phonemic level relates to alphabetic reading success. Written Chinese has a logographic feature where the characters map onto the morpheme and cannot be pronounced by recourse to grapheme-phoneme correspondence rules. It is likely that the nature of phonological awareness that relates to Chinese reading is different from that of English. The study recruited 154 1st to 5th graders in Beijing. Before they were taught to read Chinese characters, these subjects had learned an alphabetic script known as Hanyu Pinyin, which helps the association of a visual character form and its pronunciation in later reading acquisition. Children's performance on tests of various cognitive skills, reading ability and pinyin knowledge were examined. Specifically, phonological awareness was assessed by 4 tasks that varied in linguistic complexity (onset-rime, tonal and phonemic level) to ascertain which level of phonological units best predicts Chinese reading. These subjects were tested again one year later on measures of reading ability and pinyin knowledge to discover the longitudinal relationship of these measures with the various cognitive skills. Results using the hierarchical multiple regression and the structural equation approach showed that (1) visual skills predicted reading success at lower grades, (2) pinyin knowledge and the ability to discriminate homophonic characters were longitudinally predictive of later reading success, (3) onset-rime awareness, but not phonemic awareness, predicted Chinese reading, and (4) there was a reciprocal relationship between pinyin knowledge and reading success. These findings suggest that learning to read Chinese progresses from a logographic phase to an orthographic- phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system. Moreover, this study has demonstrated the importance and effectiveness of the adoption of pinyin as a learning tool from a psychological perspective. These findings have important implications for education in Hong Kong, where no phonetic script is adopted to aid Chinese reading, unlike reading acquisition in Taiwan or Mainland China. Learning to read Chinese in Hong Kong is painstaking, which involves tremendous amount of rote memory and writing exercises, and children have difficulties in reading Chinese texts at home as there is no guidance on how to pronounce unfamiliar Chinese characters. Without teacher's or parents' help, Hong Kong children do not know the sounds of newly encountered characters, unlike Mainland children who can read with the help of pinyin. This casts doubts on the effectiveness of using Chinese as the instruction medium in Ho
Book Synopsis Biliteracy Development in Chinese and English by : Yang Luo
Download or read book Biliteracy Development in Chinese and English written by Yang Luo and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning to Read Chinese by : Chiung-Chu Wang
Download or read book Learning to Read Chinese written by Chiung-Chu Wang and published by . This book was released on 1999 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading Development in Chinese Children by : Catherine McBride-Chang
Download or read book Reading Development in Chinese Children written by Catherine McBride-Chang and published by Bloomsbury Publishing USA. This book was released on 2003-12-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text reviews both similarities and unique cultural, linguistic, and script differences of Chinese relative to alphabetic reading, and even across Chinese regions. Chinese reading acquisition relies upon children's strongly developing analytic skills, as highlighted here. These 16 chapters present state-of-the-art research on diverse aspects of Chinese children's reading development. This edited volume presents research on Chinese children's reading development across Chinese societies. Authors from China, Hong Kong, Singapore, and Taiwan, among others, present the latest findings on how Chinese children learn to read. Reading acquisition in Chinese involves some parameters typically not encountered in some other orthographies, such as English. For example, Chinese readers in different regions might speak different, mutually unintelligible languages, be taught to read with or without the aid of a phonetic coding system, and learn different scripts. This book both implicitly and explicitly considers these and other contextual issues in relation to developmental and cognitive factors involved in Chinese literacy acquisition. One of the clearest themes to emerge from this volume is that, across regions, Chinese children, despite lack of explicit teaching of phonetic or semantic character components, learn to read largely by integrating visible print-sound and print-meaning connections. Rather than learning to read Chinese characters by rote, as is sometimes mistakenly believed, these children are analytic learners. Chapters in this book also cover such topics as Chinese children's reading comprehension, cognitive characteristics of good and poor readers, and reading strategies of bilingual and biscriptal readers. This book is a useful reference for anyone interested in understanding either developing or skilled reading of Chinese or for those interested in literacy learning across cultures.
Book Synopsis Biliteracy Effects on Phonological Awareness, Oral Language Proficiency and Reading Skills in Taiwanese Mandarin-English Bilingual Children by : Fang-Ying Yang
Download or read book Biliteracy Effects on Phonological Awareness, Oral Language Proficiency and Reading Skills in Taiwanese Mandarin-English Bilingual Children written by Fang-Ying Yang and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study examined the effect of learning to read a heritage language on Taiwanese Mandarin-English bilingual children0́9s Chinese and English phonological awareness, Chinese and English oral language proficiency, and English reading skills. Participants were 40 Taiwanese Mandarin-English bilingual children and 20 English monolingual children in the U.S. Based on their performance on a Chinese character reading test, the bilingual participants were divided into two groups: the Chinese Beginning Reader and Chinese Nonreader groups. A single child categorized as a Chinese Advanced Reader also participated. Children received phonological awareness tasks, produced oral narrative samples from a wordless picture book, and took standardized English reading subtests. The bilingual participants received measures in both English and Chinese, whereas English monolingual children received only English measures. Additional demographic information was collected from a language background survey filled out by parents. Results of two MANOVAs indicated that the Chinese Beginning Reader group outperformed the Chinese Nonreader and English Monolingual groups on some phonological awareness measures and the English nonword reading test. In an oral narrative production task in English, the English Monolingual group produced a greater total number of words (TNW) and more different words (NDW) than the Chinese Nonreader group. Multiple regression analyses were conducted to determine whether bilingual children0́9s Chinese character reading ability would still account for a unique amount of variance in certain outcome variables, independent of nonverbal IQ and other potential demographic or performance variables and to clarify the direction of causality for bilingual children0́9s performance in the three domains. These results suggested that learning to read in a heritage language directly or indirectly enhances bilingual children0́9s ability in phonological awareness and certain English reading skills. It also appears that greater oral language proficiency in Chinese promotes early reading in the heritage language. Advanced heritage reading may produce even larger gains. Practical implications of learning a heritage language in the U.S. are discussed.
Book Synopsis The Role of Phonological Awareness and Visual-Orthographic Skills on Chinese Reading Acquisitions for Singapore Students by : Ping-Ping Ho
Download or read book The Role of Phonological Awareness and Visual-Orthographic Skills on Chinese Reading Acquisitions for Singapore Students written by Ping-Ping Ho and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness and Visual-orthographic Skills on Chinese Reading Acquisitions for Singapore Students" by Ping-ping, Ho, 何冰冰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: DOI: 10.5353/th_b3692400 Subjects: Chinese language - Phonology Chinese characters - Psychological aspects Language awareness in children - Singapore Reading comprehension Chinese language - Study and teaching (Elementary) - Singapore School children - Singapore - Language
Book Synopsis The Role of Phonological Awareness by : Tzu-Wen Chen
Download or read book The Role of Phonological Awareness written by Tzu-Wen Chen and published by . This book was released on 2009 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on reading acquisition has shown that phonological awareness has a high correlation with L1 and L2 children's learning to read in an alphabetic orthography. Conversely, other research indicated that learners from a nonalphabetic language background would have more difficulty decoding and learning new words than learners who come from an alphabetic background. These studies pointed out that the importance of EFL students' phonological awareness affects them when learning a target language. The purpose of the study is to find out (1) if L1 intraword phonological awareness experience affects L2 phonological awareness among EFL learners with nonalphabetic L1 background; and (2) how L1 experience affects L2 phonological awareness among EFL students with nonalphabetic L1 orthographic backgrounds. Twenty-five Taiwanese students who attend Kent State University, twenty females and five males, were recruited from the undergraduate and graduate academic levels. The results of the study provide information that the EFL Taiwanese students' L1 phonological awareness was significantly correlated to L2 phonological awareness; the findings of the study of EFL teenage learners indicated that if learners do well when manipulating Chinese Zhuyin Fuhao, their performance of English phoneme deletion and pseudo word will reach higher levels. Moreover, based on L1 backgrounds, the difficulties for Taiwanese students in learning English phonological awareness are discussed in this study; consonant clusters, consonant digraphs, in addition to rhotacized and nasal sounds, are common problems for the subjects in this study. Several implications for future research and English teaching from the findings are also presented.
Book Synopsis INVESTIGATING COGNITIVE ABILIT by : Yujie Qi
Download or read book INVESTIGATING COGNITIVE ABILIT written by Yujie Qi and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Investigating Cognitive Abilities in Chinese Reading and Dictation: a Training and Correlation Study" by Yujie, Qi, 亓玉杰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This thesis examines the unique role of writing in reading and dictation as well as the common and unique cognitive abilities related to reading and dictation development among Chinese children. While it is generally accepted that phonological awareness is of critical importance for both reading and spelling in alphabetic languages (Goswami, 2000), writing seems to play an essential role in reading logographic Chinese. Recent correlation studies among young Chinese children (e.g., Tan et al., 2005) and training studies among adult second language learners of Chinese (e.g., Guan et al., 2011) showed that writing is closely related to the learning of Chinese characters. To further examine the underlying mechanism of the contribution of writing in learning Chinese characters, this thesis compared writing training with reading-only training (Study 1a) and with orthographic training (Study 1b) among Grade One primary school children in Mainland China. Study 1 provides evidence of strong but differential writing facilitation effects on the learning of Chinese characters in various aspects including reading and dictation ability. As the findings of Study 1 showed that writing facilitation effect was stronger on dictation performance than on reading performance, it is hypothesized that reading and dictation in Chinese are not like reading and spelling in alphabetic languages since Chinese has its own language-specific features. In order to verify this hypothesis and provide more evidence of how certain cognitive abilities contribute to reading and dictation separately, Study 2 examined the contributions of various aspects of cognitive abilities including non-verbal intelligence, orthographic awareness, phonological awareness, morphological awareness, visual-motor skills, and working memory, to reading and dictation ability among 126 primary school children of two groups (beginning readers and intermediate readers) in Mainland China. Commonalities as well as differences between reading and dictation were identified at different stages of learning. It is found that reading in Chinese depends heavily on phonological awareness, as the universal phonological principle (Perfetti et al., 1992) predicts, but dictation does not, quite unlike the situation in alphabetic languages. However, dictation in Chinese is found to rely more on cognitive abilities that involve some visual orthographic aspects of processing like orthographic awareness and writing skill. These findings have important theoretical as well as pedagogical implications for Chinese literacy development. The training study provides evidence in support of the important role of writing in learning Chinese, as well as the motor programming hypothesis of the writing facilitation effect (Tan et al., 2005). The findings of the correlation study further extend the lexical quality hypothesis (Perfetti, 2007) by showing that differential demands of the quality of lexical representations exist in reading and dictation in Chinese. Specifically, reading depends more on phonological lexical quality and dictation more on orthographic lexical quality. It is therefore proposed that writing practice should be encouraged among young native Chinese children. To better learn to read, phonological awareness should be enhanced, and to better learn to write to dictation, orthographic awareness should be emphasized, together with other
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2008 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Phonological Awareness in Native and Second Language Reading Development by : Miu-Ying Li
Download or read book The Role of Phonological Awareness in Native and Second Language Reading Development written by Miu-Ying Li and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness in Native and Second Language Reading Development" by Miu-ying, Li, 李妙英, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of dissertation entitled "The Role of Phonological Awareness in Native and Second Language Reading Development" Submitted by Li Miu Ying, Miriam for the degree of Master of Arts at The University of Hong Kong in June 2006 In recent years, there has been a great deal of work devoted to the study of component skills that are necessary to sustain a success in reading English and Chinese. Phonological awareness is found to be a critical component of reading development. This study examined the role of phonological awareness in second language reading st th development. The subjects were 20 1 and 4 graders in Hong Kong, whose native spoken language is Cantonese. Children's performance on both English and Chinese reading ability and phonological awareness were examined. Results of hierarchical regression analyses and Pearson correlations showed that (a) phonological awareness at onset-rime level predicts English reading success at lower grade; (b) phonological awareness at phoneme level predicts English reading success at higher grade; (c) onset-rime and phonemic awareness both predict Chinese reading in grade 1; (d) phonemic awareness better predicts Chinese reading than onset-rime awareness in grade 4. The results support the notion that individual differences in alphabetic reading ability are accounted for by variances in phonological processing abilities, and that awareness of larger sound units (onset-rime) plays a more important role in earlier stage and awareness of smaller sound units (phoneme) in later stage. In contrast, the current study reported that onset-rime awareness does not play a more significant role in Chinese reading than phonemic awareness, which is inconsistent with that reported in Siok and Fletcher's (2001) study. This finding was taken to suggest that there is cross language transfer of metalinguistic skills in Hong Kong Chinese-English bilingual children. DOI: 10.5353/th_b3686349 Subjects: Reading (Elementary) - China - Hong Kong English language - Phonology Language awareness Second language acquisition School children - China - Hong Kong - Language
Book Synopsis SIGNIFICANCE & DEVELOPMENT OF by : Kwok-Yin Lucia Ha
Download or read book SIGNIFICANCE & DEVELOPMENT OF written by Kwok-Yin Lucia Ha and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Significance and Development of Phonological Awareness in Learning to Read English Among Chinese Children" by Kwok-yin, Lucia, Ha, 夏幗賢, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract This research attempts to identify the significance and development of phonological awareness in learning to read English for Chinese children. Data were gathered from observation of subject, Carmen, over four-year study of her phonological development in learning to read English text independently in regards to the age relevant to subject. The report concludes that there is a scope for consideration of more varied approaches in learning to read English text. However, I think the most promising and remarkable strategy in learning to read English is the essential training of phonics instruction backed by the exposure in the relative culture of the same language. 5 DOI: 10.5353/th_b2952343 Subjects: Reading - Phonetic method - China - Hong Kong English langauge - Study and teaching (Elementary) - China - Hong Kong School children - China - Hong Kong - Language
Book Synopsis Phonological Awareness in Mandarin of Chinese and Americans by : 胡敏
Download or read book Phonological Awareness in Mandarin of Chinese and Americans written by 胡敏 and published by . This book was released on 2012 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Phonological awareness (PA) is the ability to analyze spoken language into its component sounds and to manipulate these smaller units. Literature review related to PA shows that a variety of factor groups play a role in PA in Mandarin such as linguistic experience (spoken language, alphabetic literacy, and second language learning), item type, tone context, musical ability, and talker variability. However, most of previous studies focus on the PA of Mandarin tones; only few studies have compared native speakers of Chinese and of other world languages on all levels of PA in Mandarin. The present study is a factorial examination of the effect of various factor groups discussed above on all levels of PA in Mandarin (syllable awareness, onset awareness, rhyme awareness, and tone awareness) by four groups of participants with different linguistic experience, each group having 10 participants. The first and second groups included non-Mandarin Chinese speakers with or without Pinyin alphabetic literacy. The third and fourth groups consisted of native speakers of American English with or without learning experience with Mandarin. Participants were given a syllable same-different task, an onset oddity task, a rhyme oddity task, and a tone identification task. Logistic regression and Chi Square analyses were performed on the responses to these tasks to determine the conditioning effect of different factor groups. Error analyses were also conducted to examine error patterns of the tone awareness task. In addition to confirming the heterogeneity of overall PA established in earlier research, the results demonstrate the relative contributions of several factor groups such as alphabetic literacy, item type, and tone context and raises questions about the relevance of several others such as musical ability and sex of talker. It also provides implications for instructional practice.
Book Synopsis The Role of Phonological Awareness and Visual Skills in Reading English and Chinese in Bilingual Singaporean Chinese Children by :
Download or read book The Role of Phonological Awareness and Visual Skills in Reading English and Chinese in Bilingual Singaporean Chinese Children written by and published by . This book was released on 2003 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Phonological Awareness and Visual Skills in Learning to Read Chinese and English by : Hsiu-Shaung Huang
Download or read book The Role of Phonological Awareness and Visual Skills in Learning to Read Chinese and English written by Hsiu-Shaung Huang and published by . This book was released on 1993 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt:
