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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/25645

Title: Pinyin and Chinese Children's Phonological Awareness
Authors: Du, Xintian
Advisor: Chen-Bumgardner, Xi
Department: Curriculum, Teaching and Learning
Keywords: Chinese reading
English reading
Phonological awareness
Issue Date: 1-Jan-2011
Abstract: This paper critically reviewed the literature on the relationships between Pinyin and Chinese bilingual and monolingual children’s phonological awareness (PA) and identified areas of research worth of further investigation. As the Chinese Phonetic Alphabet providing pronunciation of the universal Chinese characters, Pinyin facilitates children’s early reading development. What research has found in English is that PA is a reliable indicator of later reading success and meta-linguistic training improves PA. In Chinese, a non-alphabetic language, there is also evidence that PA predicts reading in Chinese, which confirms the universality of PA’s role. However, research shows the uniqueness of each language: tonal awareness is stronger indicator in Chinese while phonemic awareness is stronger indicator in English. Moreover, Pinyin, the meta-linguistic training, has been found to improve PA in Chinese and reading in Chinese and possibly facilitate the cross-language transfer of PA from Chinese to English and vice versa.
URI: http://hdl.handle.net/1807/25645
Appears in Collections:Master
Department of Curriculum, Teaching and Learning - Master theses

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