Phonological skills are important in learning to read Chinese.

Connie Suk‐Han Ho · Peter Bryant

361 citations0/0 files storedDevelopmental Psychology

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Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

A 4-year longitudinal study was conducted to examine the relationship between Chinese children's phonological skills and their success in reading. Initially, 100 Hong Kong Chinese children were tested on visual and phonological skills at the age of 3, before they could read. The findings showed that prereading phonological skills significantly predicted the children's reading performance in Chinese 2 and 3 years later, even after controlling for the effects of age, IQ, and mother's education. The main reason for this relationship is that phonological knowledge helps children to use the phonetic component in Chinese characters.

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References

1983Categorizing sounds and learning to read—a causal connection 1991Phonological skills and learning to read 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children 1984Assessing phonological awareness in kindergarten children: Issues of task comparability 1986The ability to manipulate speech sounds depends on knowing alphabetic writing 1973Stanford-Binet intelligence scale : manual for the third revision form L-M 1994Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis 1990Rhyme and alliteration, phoneme detection, and learning to read.

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2002The cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia.2007Acquisition of Literacy in Bilingual Children: A Framework for Research 2002Cross–Cultural Similarities in the Predictors of Reading Acquisition 2002Acquisition of Literacy in Bilingual Children: A Framework for Research 2004Chinese–English biliteracy acquisition: cross-language and writing system transfer

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