The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners’ Chinese Character Reading
Word identification models assume that words are identified by at least two sources of information and analysis; one is phonological, and the other is visual. The present study investigated the influence of phonological awareness, Pinyin letter knowledge, and visual perception skills on Chinese char...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-07-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/12/8/254 |
| _version_ | 1797432441399410688 |
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| author | Han Yuan Eliane Segers Ludo Verhoeven |
| author_facet | Han Yuan Eliane Segers Ludo Verhoeven |
| author_sort | Han Yuan |
| collection | DOAJ |
| description | Word identification models assume that words are identified by at least two sources of information and analysis; one is phonological, and the other is visual. The present study investigated the influence of phonological awareness, Pinyin letter knowledge, and visual perception skills on Chinese character recognition after controlling for vocabulary, rapid naming, and verbal short-term memory in 80 Mandarin-speaking kindergarten children. Children were tested on phonological awareness (syllable awareness, onset-end rhyme awareness, and tone awareness), Pinyin letter naming, and visual perception (visual discrimination and visual-spatial relationships). The results showed that variance in Chinese character recognition could be explained by syllable awareness and tone awareness, but not by visual perception skills or Pinyin letter knowledge. Analyses further indicated that Pinyin letter knowledge moderated the relationship between tone awareness and Chinese character recognition. A focus on tone awareness and syllable awareness in the kindergarten may help Chinese children to accomplish the transition from phonological awareness to early literacy, while Pinyin letter knowledge can help children to make the connection between Chinese speech and writing. |
| first_indexed | 2024-03-09T10:01:40Z |
| format | Article |
| id | doaj.art-90cbfd93a6d24b8eb80bf9a3ff450188 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-09T10:01:40Z |
| publishDate | 2022-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-90cbfd93a6d24b8eb80bf9a3ff4501882023-12-01T23:25:34ZengMDPI AGBehavioral Sciences2076-328X2022-07-0112825410.3390/bs12080254The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners’ Chinese Character ReadingHan Yuan0Eliane Segers1Ludo Verhoeven2Faculty of Education, Shenzhen University, Shenzhen 518061, ChinaBehavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR Nijmegen, The NetherlandsBehavioural Science Institute, Radboud University, Montessorilaan 3, 6525 HR Nijmegen, The NetherlandsWord identification models assume that words are identified by at least two sources of information and analysis; one is phonological, and the other is visual. The present study investigated the influence of phonological awareness, Pinyin letter knowledge, and visual perception skills on Chinese character recognition after controlling for vocabulary, rapid naming, and verbal short-term memory in 80 Mandarin-speaking kindergarten children. Children were tested on phonological awareness (syllable awareness, onset-end rhyme awareness, and tone awareness), Pinyin letter naming, and visual perception (visual discrimination and visual-spatial relationships). The results showed that variance in Chinese character recognition could be explained by syllable awareness and tone awareness, but not by visual perception skills or Pinyin letter knowledge. Analyses further indicated that Pinyin letter knowledge moderated the relationship between tone awareness and Chinese character recognition. A focus on tone awareness and syllable awareness in the kindergarten may help Chinese children to accomplish the transition from phonological awareness to early literacy, while Pinyin letter knowledge can help children to make the connection between Chinese speech and writing.https://www.mdpi.com/2076-328X/12/8/254phonological awarenessvisual perception skillsPinyin letter knowledgeChinese character reading |
| spellingShingle | Han Yuan Eliane Segers Ludo Verhoeven The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners’ Chinese Character Reading Behavioral Sciences phonological awareness visual perception skills Pinyin letter knowledge Chinese character reading |
| title | The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners’ Chinese Character Reading |
| title_full | The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners’ Chinese Character Reading |
| title_fullStr | The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners’ Chinese Character Reading |
| title_full_unstemmed | The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners’ Chinese Character Reading |
| title_short | The Role of Phonological Awareness, Pinyin Letter Knowledge, and Visual Perception Skills in Kindergarteners’ Chinese Character Reading |
| title_sort | role of phonological awareness pinyin letter knowledge and visual perception skills in kindergarteners chinese character reading |
| topic | phonological awareness visual perception skills Pinyin letter knowledge Chinese character reading |
| url | https://www.mdpi.com/2076-328X/12/8/254 |
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