Subsyllabic unit preference in learning to read pinyin syllables

Wang, Min; Gao, Wei

doi:10.1016/j.cedpsych.2011.02.001

Cited by 26 publications

(4 citation statements)

References 36 publications

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“…However, pinyin is constructed of a systematic alphabet with consistent grapheme-phoneme correspondence that is very similar to the symbols used in English (Stevenson, 1984 ), with 22 onsets and 38 rimes in the system (Ho and Bryant, 1997 ). Although the symbols of pinyin and Zhuyin Fuhao are different, the instructional approaches are similar; they begin with simple rimes with a single vowel together with the four tones and then introduce the onsets (Wang and Gao, 2011 ).…”

Section: Chinese Children With Dyslexiamentioning

confidence: 99%

Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia

Wang¹

2017

Front. Psychol.

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This study aimed to investigate phonological awareness training by examining outcomes among Chinese children who learn Chinese without phonetic system training. Fifty-six Hong Kong children from the 3rd to 6th grades were recruited. Two-thirds of the children had been officially identified as dyslexic by the local government, and the remainder were considered high risk for dyslexia. The children were divided equally into a control group and an experimental group, with the groups matched as closely as possible by age and gender. Children in the experimental group were trained by onset-rime-level phonological training. The training lasted ~3 weeks, with 15 daily sessions lasting ~20 min each. Our results indicated that children in the experimental group made significant improvements in Chinese character reading, onset awareness, rime awareness, and rapid naming after training. The association between phonological awareness and Chinese character reading, especially the association between rime awareness and Chinese character reading, also changed after training. The benefits of phonological awareness training were more obvious for children younger than 10 years old. The results of the present study can be extended to provide another approach to Chinese learning for children suffering from reading difficulties who are not responding to the usual approach in their region.

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Section: Chinese Children With Dyslexiamentioning

confidence: 99%

Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia

Wang¹

2017

Front. Psychol.

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“…At the end of the experiment all 20 participants reported that it was more difficult to name Pinyin and it would be much easier if they were allowed to pronounce the Pinyin symbols using the training method taught in early education. Wang and Gao [ 48 ] reported that Pinyin is a required course in Mainland China in the first grade. The sequence in which Pinyin was taught is that simple rimes with a single vowel ( a , o e , i , u , ü ) were introduced first, together with the four tones, followed by onsets (e.g., b , p , m , f ).…”

Section: Experiments 3: Simple Character Vs Pinyin Namingmentioning

confidence: 99%

The Contributions of Segmental and Suprasegmental Information in Reading Chinese Characters Aloud

Wang

Lin

2015

PLoS ONE

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The Chinese writing system provides an excellent case for testing the contribution of segmental and suprasegmental information in reading words aloud within the same language. In logographic Chinese characters, neither segmental nor tonal information is explicitly represented, whereas in Pinyin, an alphabetic transcription of the character, both are explicitly represented. Two primed naming experiments were conducted in which the targets were always written characters. When logographic characters served as the primes (Experiment 1), syllable segmental and tonal information appeared to be represented and encoded as an integral unit which in turn facilitated target character naming. When Pinyin served as the primes (Experiment 2), the explicit phonetic representation facilitated encoding of both segmental and suprasegmental information, but with later access to suprasegmental information. In addition, Chinese speakers were faster to name characters than Pinyin in a simple naming task (Experiment 3), suggesting that Pinyin may be read via a phonological assembly route, whereas characters may be read via a lexical route. Taken together, our findings point to the need to consider the contributions of both segmental and suprasegmental information and the time course in the well-established models for reading aloud, as well as the cognitive mechanisms underlying the reading aloud of logographic characters versus alphabetic Pinyin script.

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“…For example, the character B妈^(mother) is represented using pinyin with the spelling Bmā.^Its onset is the phoneme Bm,^the rime is Ba,^and the tone is marked on top of the vowel Bā.^Children are instructed to articulate a syllable by pronouncing the onset and rime separately and then combining them together (Wang & Gao, 2011). Children are taught to pronounce the syllable mā by repeatedly spelling it as: m-ā-mā.…”

Section: The Influence Of Orthography On Phonological Representationmentioning

confidence: 99%

The influence of orthographic experience on the development of phonological preparation in spoken word production

Wang

2017

Mem Cogn

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Three sets of experiments using the picture naming tasks with the form preparation paradigm investigated the influence of orthographic experience on the development of phonological preparation unit in spoken word production in native Mandarin-speaking children. Participants included kindergarten children who have not received formal literacy instruction, Grade 1 children who are comparatively more exposed to the alphabetic pinyin system and have very limited Chinese character knowledge, Grades 2 and 4 children who have better character knowledge and more exposure to characters, and skilled adult readers who have the most advanced character knowledge and most exposure to characters. Only Grade 1 children showed the form preparation effect in the same initial consonant condition (i.e., when a list of target words shared the initial consonant). Both Grade 4 children and adults showed the preparation effect when the initial syllable (but not tone) among target words was shared. Kindergartners and Grade 2 children only showed the preparation effect when the initial syllable including tonal information was shared. These developmental changes in phonological preparation could be interpreted as a joint function of the modification of phonological representation and attentional shift. Extensive pinyin experience encourages speakers to attend to and select onset phoneme in phonological preparation, whereas extensive character experience encourages speakers to prepare spoken words in syllables.

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Subsyllabic unit preference in learning to read pinyin syllables

Cited by 26 publications

References 36 publications

Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia

Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia

The Contributions of Segmental and Suprasegmental Information in Reading Chinese Characters Aloud

The influence of orthographic experience on the development of phonological preparation in spoken word production

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