Phonological-Semantic Flexibility and Its Role in Reading for Chinese Kindergarten Children

Autor/in	Fong, Cathy Yui-Chi
Titel	Phonological-Semantic Flexibility and Its Role in Reading for Chinese Kindergarten Children
Quelle	In: Infant and Child Development, 32 (2023) 3, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fong, Cathy Yui-Chi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2419
Schlagwörter	Phonology; Semantics; Reading Processes; Chinese; Correlation; Kindergarten; Emergent Literacy; Reading Fluency; Reading Comprehension; Intelligence Quotient; Short Term Memory; Phonemes; Morphology (Languages); Intervention; Vocabulary Skills; Accuracy; Teaching Methods; Geometric Concepts; Word Recognition; Comparative Analysis; Task Analysis; Self Control; Outcomes of Education; Cognitive Ability; Foreign Countries; China + Suchen Sie Ihr Suchwort? Fonologie; Semantik; Leseprozess; China; Chinesen; Korrelation; Frühleseunterricht; Leseverstehen; Intelligenzquotient; Kurzzeitgedächtnis; Fonem; Morphology; Morphologie; Aktiver Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Geometrie; Worterkennung; Aufgabenanalyse; Selbstbeherrschung; Lernleistung; Schulerfolg; Denkfähigkeit; Ausland
Abstract	The present study aimed to examine the role of phonological--semantic flexibility (PSF) in learning to read Chinese. PSF refers to a specific flexibility applied to process the dual linguistic dimensions of words (i.e., sound and meaning). A correlational study (Study 1) was conducted to determine the unique contribution of PSF to three aspects of early reading abilities, including word reading accuracy, word reading fluency and reading comprehension. A total of 190 Chinese kindergarten children were tested on a PSF task and a range of cognitive, linguistic and reading tasks. Results of hierarchical regressions showed that PSF uniquely and significantly contributed to the reading abilities beyond the effects of established cognitive factors (IQ, working memory, inhibition control, and cognitive flexibility) and linguistic factors (syllable skills, morphological skill and vocabulary skill). In the second part, an intervention study (Study 2) was conducted in which two groups of kindergarten children received explicit training on PSF (27 children) and colour-shape flexibility (26 children) respectively. Children in the PSF group showed significantly more improvement in PSF and word reading fluency than the control group. Overall, the present study demonstrated the theoretical and practical importance of PSF for learning to read Chinese. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01