Topic
Pinyin
About: Pinyin is a research topic. Over the lifetime, 1259 publications have been published within this topic receiving 9797 citations. The topic is also known as: Hanyu Pinyin & Hànyǔ Pīnyīn.
Papers published on a yearly basis
Papers
TL;DR: This article examined the role of phonological awareness and visual-orthographic skills in Chinese reading acquisition and found that visual skills predicted reading success at lower grades and pinyin knowledge and the ability to discriminate homophonic characters predicted Chinese reading success in Grades 2, 3, and 5.
Abstract: This study examined the role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. The subjects were 154 1st, 2nd, 3rd, and 5th graders in Beijing who had learned an alphabetic script known as Hanyu Pinyin to help read Chinese characters. Children's performance on tests of various cognitive skills, reading ability, and pinyin knowledge were examined. Results of hierarchical regression analyses showed that (a) visual skills predicted reading success at lower grades; (b) pinyin knowledge and the ability to discriminate homophonic characters predicted reading success in Grades 2, 3, and 5; and (c) onset-rime awareness, but not phonemic awareness, predicted Chinese reading. This suggests that learning to read Chinese progresses from a logographic phase to an orthographic-phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system.
410 citations
TL;DR: Findings underscore the unique importance of both tone and syllable for early character acquisition in Chinese children, and suggest different influences of age and literacy instruction for different PA levels.
Abstract: Two studies explored the nature of phonological awareness (PA) in Chinese. In Study 1, involving 146 children, awareness of phoneme onset did not differ from chance levels at ages 3-5 years in preschool but increased to 70% correct in first grade, when children first received phonological coding (Pinyin) instruction. Similarly, tone awareness was at better than chance levels from second year kindergarten (age 4), but increased strongly and significantly in first grade to 74% accuracy. In contrast, syllable and rime awareness increased gradually and steadily across ages 3-6 years. Patterns suggest different influences of age and literacy instruction for different PA levels. In Study 2, involving 202 preschoolers, variance in Chinese character recognition was best explained by tasks of syllable awareness, tone awareness, and speeded naming. Findings underscore the unique importance of both tone and syllable for early character acquisition in Chinese children.
388 citations
TL;DR: Findings suggest that bilingual reading acquisition is a joint function of shared phonological processes and orthographic specific skills in children learning to read two different writing systems.
324 citations
TL;DR: In both Xian and Hong Kong, measures of syllable awareness consistently predicted Chinese character recognition better than did phoneme onset awareness, and English word recognition was predicted differently by syllable and phonem onset awareness across cultures.
274 citations
Book•
1 Jan 2003
TL;DR: McBride-Chang et al. as discussed by the authors conducted a study on the effects of phonological awareness and speed of processing on early Chinese character recognition, and found that the importance of orthographic knowledge and its relationship with reading and spelling among Chinese Kindergarten and primary school children.
Abstract: Introduction by Catherine McBride-Chang and Hsuan-Chih Chen Chinese Reading Development in Some Major Chinese Societies: An Introduction by Him Cheung and Lisa Ng Component Skills for Reading Chinese in Primary School Children by May Jane Chen A Longitudinal Study on the Effects of Phonological Awareness and Speed of Processing on Early Chinese Character Recognition by Catherine McBride-Chang and Yiping Zhang Development of Orthographic Knowledge and Its Relationship with Reading and Spelling among Chinese Kindergarten and Primary School Children by Connie Suk-Han Ho, Pamela Wing-yi Yau, and Agnes Au The Role of Character Components in Reading Chinese by Hwawei Ko and Chia Feng Wu Response Errors in Reading Chinese Characters: A Developmental and Sociocontextual Perspective Hui Li Linguistic Awareness in Learning to Read Chinese: A Comparative Study of Beijing and Hong Kong Children by Lily Chan and Lei Wang The Role of Character Schema in Learning Novel Chinese Characters by Kuan-Chun Tsai and Terzinha Nunes Combining Phonological and Semantic Cues in Reading Pseudocharacters: A Comparative Study by Anke W. Blote, Ping Chen, Elis Overmars, and A.H.C. van der Heijden Beginning Readers' Awareness of the Orthographic Structure of Semantic-Phonetic Compounds: Lessons from a Study of Learners of Chinese as a Foreign Language by Nancy Ewald Jackson, Michael E. Everson, and Chuanren Ke Developmental Characteristics of Eye Movements in Reading Chinese by Hsuan-Chih Chen, Hua Song, Wing Yi Lau, Kin Fai Ellick Wong, and Siu Lam Tang Metacognitive Beliefs and Strategies in Reading Comprehension for Chinese Children by Carol K. K. Chan and Dois Y. K. Law The Unitization Effect in the Development of Reading Chinese and English: Evident from Letter/Character-Component Detection by Liang Tao and Alice Healy Lexical Representation and Processing in Chinese-speaking Poor Readers by Hua Shu, Xiangzhi Meng, and Alice Cheng Lai Biscriptal Literacy Development of Chinese Children in Singapore by Susan J. Rickard Liow and Tng Siok Keng Pinyin and Phonotactics Affect the Development of Phonemic Awareness in English-Cantonese Bilinguals by Him Cheung
267 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2025 | 20 |
| 2024 | 33 |
| 2023 | 45 |
| 2022 | 67 |
| 2021 | 31 |
| 2020 | 51 |