Mandarin-Speaking Preschoolers' Pitch Discrimination, Prosodic and Phonological Awareness, and Their Relation to Receptive Vocabulary and Reading Abilities

Autor/inn/en	Chung, Wei-Lun; Bidelman, Gavin M.
Titel	Mandarin-Speaking Preschoolers' Pitch Discrimination, Prosodic and Phonological Awareness, and Their Relation to Receptive Vocabulary and Reading Abilities
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 2, S. 337-353Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chung, Wei-Lun) ORCID (Bidelman, Gavin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10075-9
Schlagwörter	Forschungsbericht; Preschool Children; Child Language; Mandarin Chinese; Intonation; Auditory Discrimination; Suprasegmentals; Phonological Awareness; Receptive Language; Vocabulary; Acoustics; Cues + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s language'; Kindersprache; Rezeptive Kommunikationsfähigkeit; Wortschatz; Akustik; Stichwort
Abstract	Cross-linguistic studies have reported that prosodic pattern awareness (e.g., lexical stress and lexical tone) is more important to reading acquisition than phonological awareness. However, few longitudinal studies have been conducted to explore the relations between these variables. This study examined preschoolers' pitch discrimination, prosodic and phonological awareness, and their connection to receptive vocabulary in preschool and reading abilities in first grade. Findings reveal (1) children improve their pitch discrimination and prosodic awareness from preschool to fourth grade; (2) pitch interval discrimination (frequency separation between tones) contributes to receptive vocabulary whereas pitch contour discrimination (patterns of rising and falling pitch) predicts word reading; (3) phonological awareness accounts for more variability in receptive vocabulary than prosodic awareness; whereas the reverse was found for word reading and reading comprehension. Together, prosody and its acoustic cue (i.e., pitch) play a vital role in learning to read Mandarin. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01