Cross-linguistic influence of phonological awareness and phonological recoding skills in Chinese reading acquisition among early adolescent students

Lin, Jiexin; Zhang, Haomin

doi:10.1080/00221309.2021.1922345

Cited by 7 publications

(5 citation statements)

References 48 publications

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“…This finding was quite surprising for researchers because mastery of receptive and productive vocabulary can be done in a relatively short time. These findings complement previous research findings which confirm that productive vocabulary tends to be acquired over a longer period of time compared to receptive vocabulary (Hadianto et al, 2021b;Ives et al, 2020;Lin & Zhang, 2021). With this increase in vocabulary skills, aspects of students' speaking ability also increased quite significantly from each phase.…”

Section: Discussionsupporting

confidence: 88%

“…This interactive reading model is able to encourage children to provide responses to the stories they read. Interactive reading models usually use interactions, such as asking about content or asking children's opinions regarding the story or text content they have read (Kiuru et al, 2017;Lin & Zhang, 2021). The questions used in the interactive reading model are open-ended questions that provide opportunities for children to share their ideas or experiences related to the books they have read.…”

Section: Interactive Reading Modelmentioning

confidence: 99%

“…Language development is an effective medium for children to establish social communication. With the development of language in children, it will make it easier for children to express what they want and convey it to others (Lin & Zhang, 2021;Zhao et al, 2019). Therefore, language development for early childhood aims to make children able to communicate well.…”

Section: Early Students Literacy Developmentmentioning

confidence: 99%

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The Effectiveness of Interactive Reading Models in Improving Early Students Language Skills

Lestari,

Syihabuddin,

Kosasih

et al. 2023

IJLTER

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This study aims to examine the effectiveness of interactive reading models in improving early childhood receptive and productive language skills. The interactive reading model used in this study consists of the traditional, the attention-focused, and the mind-map interactive reading models. This study used an experimental research method with a pre-posttest design. The sample in this study was 500 participants, with a composition of 150 people each in the traditional, focused attention, mind-map methods, with an age range of 4-6 years from 5 early childhood education schools. The results showed that the three interactive reading models had the same effect and there was no significant difference in the contribution of the three models. It was noted that the three interactive reading models significantly improve early childhood language skills. This improvement was noted in the child's receptive vocabulary, reading, storytelling and listening abilities. The strategies used in the interactive reading model pay attention to several aspects, including semantics and word repetition. The semantic aspect makes students motivated to classify meanings that make students able to gain a lot of new vocabulary mastery. This strategy is carried out in every vocabulary teaching. From the result, it was concluded that the three interactive reading models contribute significantly to reading ability. This implied that combining reading models in improving early childhood language skills is effective over the other strategies.

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Section: Discussionsupporting

confidence: 88%

Section: Interactive Reading Modelmentioning

confidence: 99%

Section: Early Students Literacy Developmentmentioning

confidence: 99%

See 1 more Smart Citation

The Effectiveness of Interactive Reading Models in Improving Early Students Language Skills

Lestari,

Syihabuddin,

Kosasih

et al. 2023

IJLTER

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“…This study is limited in the following aspects. First, we did not include other factors that have been proven to be crucial to reading comprehension such as phonological awareness ( Veenendaal et al, 2016 ; Lin and Zhang, 2021 ) and reading strategies ( Yapp et al, 2021 ). Future research can explore more factors to establish a more comprehensive model of L2 Chinese reading.…”

Section: Limitation and Future Researchmentioning

confidence: 99%

The role of linguistic and cognitive skills in reading Chinese as a second language: A path analysis modeling approach

2023

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This study examined the role of basic linguistic skills (vocabulary, syntax, orthography, and morphological awareness), basic cognitive skills (working memory), and higher-order cognitive skills (inference making and reading monitoring) in reading Chinese as a second language (L2). A total of 252 international students from Pakistan, Indonesia, Malaysia, and Laos were recruited, and a range of measures including a Chinese reading comprehension test (HSK level 3), four linguistic knowledge tests on Chinese lexical, syntactic, and orthographic knowledge as well as morphological awareness, a reading span test, an inference making task, and an inconsistency detection test. The results of hierarchical multiple regressions showed that the measured linguistic skills and cognitive skills explained 80% of the variances in L2 Chinese reading, among which morphological awareness made the largest contribution. The path analysis revealed that linguistic skills and working memory contributed indirectly to reading comprehension via inference making and comprehension monitoring, while the two higher-order cognitive skills made direct contributions. Overall, this study demonstrates that inference making and comprehension monitoring contributed directly to reading comprehension, while linguistic skills and working memory functioned indirectly via the higher-order cognitive skills It also highlights the importance of morphological awareness in a hierarchical model of L2 Chinese reading.

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“…Di conseguenza, la consapevolezza fonologica 1 ha un ruolo cruciale nello sviluppo della reading literacy dei bambini cinesi (Lin & Zhang, 2021), nonostante l'importanza del riconoscimento visivo dei caratteri. Al contrario, nelle lingue con un'ortografia trasparente, la capacità dei giovani lettori di associare i suoni ai segni non è un fattore determinante nello sviluppo dell'abilità di lettura, intesa in termini di comprensione scritta (Seymour, 2016), mentre lo è la 1 Con il termine "consapevolezza fonologica" si fa generalmente riferimento alla capacità di individuare i suoni fonemici che compongono le parole.…”

Section: Il Processing Fonologicounclassified

Lettura in L1 e in L2: una prospettiva multicomponenziale

2023

DIDIT

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La lettura in L1 e in L2 condividono i processi cognitivi universali, ma differiscono per i processi specifici determinati dalle proprietà delle singole lingue. Al fine di analizzare questi specifici processi linguistici, si adotta il Component Skills Approach, una prospettiva multicomponenziale, che può essere applicata alla lettura in L2 per identificare le diverse abilità richieste dal sistema linguistico d’arrivo. Si crede che confrontare queste ultime con le sotto-abilità di lettura in L1 consenta di prevedere il grado di facilitazione o inibizione nell’elaborazione a livello inferiore nella lettura in L2. Grazie all’osservazione di apprendenti sinofoni di italiano L2, questo studio fornirà un’analisi descrittiva delle sotto-abilità di lettura acquisite nella L1, a confronto con quelle da sviluppare nella L2. Il lavoro prosegue poi discutendo il rapporto fra la lettura in L1 e in L2 e, infine, riassume i risultati di indagini empiriche che si prefiggono di darne una definizione sulla base di teorie differenti.

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Cross-linguistic influence of phonological awareness and phonological recoding skills in Chinese reading acquisition among early adolescent students

Cited by 7 publications

References 48 publications

The Effectiveness of Interactive Reading Models in Improving Early Students Language Skills

The Effectiveness of Interactive Reading Models in Improving Early Students Language Skills

The role of linguistic and cognitive skills in reading Chinese as a second language: A path analysis modeling approach

Lettura in L1 e in L2: una prospettiva multicomponenziale

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