Auditory sensitivity, speech perception, L1 Chinese, and L2 English reading abilities in Hong Kong Chinese children
Bibliographic Data
| ID | 9785708 |
|---|---|
| Authors | Juan Zhang (0000-0003-3613-6332, University of Macau, corresponding author), Catherine Mcbride-Chang, Catherine McBride‐Chang |
| Year | 2014 |
| Volume | 50 |
| Issue | 4 |
| Pages | 1001-1013 |
| Publication date | 2014-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0035086 |
| PMID | 24364830 |
| OpenAlex | W2325357254 |
| Language | EN |
| Citations received | 8 |
| References cited | 13 |
A 4-stage developmental model, in which auditory sensitivity is fully mediated by speech perception at both the segmental and suprasegmental levels, which are further related to word reading through their associations with phonological awareness, rapid automatized naming, verbal short-term memory and morphological awareness, was tested with concurrently collected data on 153 2nd- and 3rd-grade Hong Kong Chinese children. Nested model comparisons were conducted to test this model separately against alternatives in relation to both Chinese and English word reading using structural equation modeling. For Chinese word reading, the proposed 4-stage model was demonstrated to be the best model. Auditory sensitivity was associated with speech perception, which was related to Chinese word reading mainly through its relations to morphological awareness and rapid automatized naming. In contrast, for English word reading, the best model required an additional direct path from suprasegmental sensitivity (in Chinese) to English word reading. That is, in addition to phonological awareness, Chinese speech prosody was also directly associated with English word recognition
Cognitive psychology · Linguistics · Perception · Phonetics · Phonological awareness · Prosody · Rapid automatized naming · Reading (process · Speech perception · Structural equation modeling · Word (group theory · Word recognition · Computer Science · Language Development and Disorders · Phonetics and Phonology Research · Psychology · Reading and Literacy Development
Integrating Theoretical Perspectives
The relationship between auditory temporal processing, phonological processing and reading in Hong Kongese and Taiwanese children
Transfer Facilitation of Metalinguistic Awareness in Word Reading Among Dual Language Learners of English
Children With Chinese Dyslexia Acquiring English Literacy
Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia
Enhancing Phonological Awareness in First and Second Language by Jyutping Training
The role of prosodic sensitivity and executive functions in L2 reading
Cross-Linguistic Shareability of Word Recognition Skills Among Chinese-Speaking English Learners
A Dictionary of Linguistics and Phonetics
Morphological awareness uniquely predicts young children's Chinese character recognition.
Phonological awareness in young Chinese children
The cortical organization of speech processing
What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders.
Auditory temporal perception, phonics, and reading disabilities in children
Understanding chinese developmental dyslexia
Contribution of morphological awareness to Chinese-English biliteracy acquisition.
Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia
Early language acquisition
Cross‐language transfer of morphological awareness in Chinese–English bilinguals
Factors related to English reading performance in children with Chinese as a first language
Developmental models of learning to read Chinese words
| Citations per year | 1.14 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |