Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition

McBride‐Chang, Catherine; Tong, Xiuli; Shu, Hua; Wong, Amy; Leung, Ka Wai; Tardif, Twila

doi:10.1080/10888430801917290

Cited by 178 publications

(146 citation statements)

References 39 publications

(94 reference statements)

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“…Chinese lexical tone identification task (McBride-Chang, Tong et al 2008) Word-level speech prosody Pairs of lexical tones combined with the same syllable are aurally presented, and children are asked to choose one picture that matches the meaning of the target tone. For example, children hear one of the following two words, /ji1/ (衣, clothing) or /ji2/ (椅, chair), and they are asked to choose the picture (from two choices given) that depicts the word.…”

Section: The Role Of Auditory Sensitivity and Speech Perception In Rementioning

confidence: 99%

Auditory Sensitivity, Speech Perception, and Reading Development and Impairment

Zhang

McBride‐Chang

2010

Educ Psychol Rev

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While the importance of phonological sensitivity for understanding reading acquisition and impairment across orthographies is well documented, what underlies deficits in phonological sensitivity is not well understood. Some researchers have argued that speech perception underlies variability in phonological representations. Others have investigated the role of more general auditory sensitivity for reading development and reading difficulties, arguing that poor phonological representations may actually be due to broad underlying auditory deficits, which are not restricted to speech stimuli. We argue that these hypotheses are not necessarily mutually exclusive. In this review, we demonstrate that auditory sensitivity and speech perception can be integrated into a single developmental model, in which auditory sensitivity may have an indirect impact on reading; this impact is mediated by speech perception. In the model, we distinguish general auditory sensitivity as falling into at least two general categories: rhythmic and temporal. Correspondingly, speech perception itself can be distinguished as suprasegmental and segmental. Theoretically, the proposed model integrates a broad range of studies on general auditory and speech perception to suggest a developmental trajectory for reading acquisition that can be explored from before birth. Practically, the proposed model points to different ways of understanding and diagnosing reading difficulties and distinguishing reading difficulties across languages and orthographies.

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Section: The Role Of Auditory Sensitivity and Speech Perception In Rementioning

confidence: 99%

Auditory Sensitivity, Speech Perception, and Reading Development and Impairment

Zhang

McBride‐Chang

2010

Educ Psychol Rev

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“…Zeigler, Pech-Georgel, Dufau, & Grainger, 2010). However, MA, the internal organization of words, has recently emerged as an important metalinguistic factor associated with PA and reading skills in alphabetical systems and seems to be critical in reading development (Casalis & Colé, 2009;McBride-Chang, Tong, Shu, Wong, Leung, & Tardif, 2008), comprising Arabic since it basically uses morphological orthography (Boudelaa & Marslen-Wilson 2005;Saiegh-Haddad & Geva, 2007).…”

Section: The Key Role Of Phonological Processing and Morphological Awmentioning

confidence: 99%

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children: Insights on Metalinguistic Benefits

Layes

Lalonde

Rebaı̈

2015

Bellaterra J. Teach. Learn. Lang. Lit

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We examined the effects of a phonological awareness (PA) training program on word reading and pseudo-word decoding in dyslexic children reading the Arabic language (n=10; mean age= 129.74 months) in comparison to normal readers (n=10; mean age = 126.90 months) from grades 4 and 5. Particular attention was paid to phonological training of two metalinguistic readingrelated skills: morphological awareness (MA) and rapid automatized naming (RAN), underscored as main predictive metalinguistic factors in Arabic dyslexia (Layes, Lalonde, Mecheri, Rebaï, 2015). The PA training program focused on phoneme/syllable identification, phoneme matching, and word segmentation. The results indicate that the dyslexic group performed significantly better in all post-training measurements, increasing reading, phonological processing, and metalinguistic-related skills, which indicates a strong relationship between these variables. The normal group only improved in MA production. These findings are discussed in terms of metalinguistic insights of reading gained through training in phonological awareness.Keywords: Arabic orthography, phonological processing, phonological awareness training, morphological awareness, rapid naming Résumé Nous avons examiné les effets d'un programme d'entrainement phonologique sur le développement de la conscience phonologique, la lecture des mots et le décodage de pseudo-mots chez les enfants dyslexiques arabophones (n= 10, moyenne d'âge = 129,74 mois) en comparaison avec des lecteurs normaux (n = 10; moyenne d'âge = 126,90 mois) en 4 ème et en 5 ème années primaires. Nous avons recherché l'effet de l'entrainement phonologique axé sur la manipulation et l'identification des phonèmes / syllabes et la segmentation des mots, sur deux habiletés métalinguistiques liées à la lecture: la conscience morphologique et la dénomination rapide automatisée (RAN), comme principaux facteurs prédictifs de la dyslexie en arabe (Layes, Lalonde, Mecheri, Rebaï, 2015). Les résultats ont montré que les dyslexiques ont nettement amélioré leurs performances dans toutes les mesures post-intervention y compris les compétences métalinguistiques, indiquant une forte association entre ces variables. Les normo lecteurs ont progressé uniquement dans la production morphologique.Mots-clés: l'orthographe arabe, le traitement phonologique, l'entrainement phonologique, la conscience morphologique, la dénomination rapide Resumen Se examinaron los efectos de un programa de entrenamiento de conciencia fonológica en la lectura de palabras y decodificación pseudo-palabras en niños disléxicos leen la lengua árabe (n = 10; edad media = 129,74 meses) en comparación con los lectores normales (n = 10; edad media = 126,90 meses) a partir de los grados 4 y 5. Particular atención se prestó a la formación fonológica de dos habilidades relacionadas con la lectura metalingüística: conciencia morfológica y nombrar rápidamente automatizado (RAN), destacó como principales factores predictivos metalingüísticas en dislexia árabe (Layes, Lalonde, Mecher...

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“…Numerous studies have examined cross-language transfer of phonological skills between languages that differ in orthographic character like Chinese or the Japanese kanji and English (Chow, McBride-Chang & Burgess, 2005;Chung, McBride-Chang, Cheung, & Wong, 2011;Gottardo et al ., 2001;Gottardo, Chiappe, Yan, Siegel, & Gu, 2006;Keung & Ho, 2009;Luo, Chen, & Geva, 2014;McBride-Chang et al, 2008;Tong & McBride-Chang, 2010;Wang, Lin, & Yang, 2014;Wang et al, 2005;Yeung & Chan, 2013). These studies revealed that phonological skills did indeed transfer between logographic languages and English.…”

Section: Transfer Between Logographic Languages and Englishmentioning

confidence: 76%

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

Shakkour¹

2014

OJML

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The purpose of this article is to review published studies regarding acquisition of English as a second or foreign language by students of different linguistic backgrounds, in light of the English language's opaque alphabetic orthography. This review focuses on the contribution of first language cognitive skills (orthographic knowledge, phonological awareness, and morphological awareness) in native speakers of languages with alphabetic and logographic orthographies, to English second-language reading skills (word reading and reading comprehension), to better understand the contribution of cognitive reading skills in alphabetic and logographic languages to the acquisition of English reading skills as a second language. The author examines findings in the context of second-language learning theories, and two contradictory hypotheses in particularthe linguistic interdependence hypothesis and the script-dependent hypothesis. The author finds that no consensus can be indicated as to the contribution of most native-language skills in alphabetic vs. logographic languages to the acquisition of second-language or foreign-language English reading, or even whether or not they are language-specific (script-dependent). The exception is phonological awareness in alphabetical orthographies (but not logographic orthographies) which received a consensus among researchers supporting its transfer from the native language to English as a second or foreign language.

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Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition

Cited by 178 publications

References 39 publications

Auditory Sensitivity, Speech Perception, and Reading Development and Impairment

Auditory Sensitivity, Speech Perception, and Reading Development and Impairment

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children: Insights on Metalinguistic Benefits

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

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