The relationship between auditory temporal processing, phonological processing and reading in Hong Kongese and Taiwanese children: From kindergarten to primary school

The relationship between auditory temporal processing, phonological processing and reading in Hong Kongese and Taiwanese children: From kindergarten to primary school

• Wang, Li Chih The Education University of Hong Kong
• Liu, Duo The Education University of Hong Kong
• Yum, Yen Na Cherry The Education University of Hong Kong
• Chung, Kevin Kien Hoa The Education University of Hong Kong
• Chu, Szu Yin National Tsing Hua University
• Tai, Pui Lun Alan The Education University of Hong Kong
• Xu, Zhengye The Education University of Hong Kong
• Kuo, Hsu Chan National Cheng Kung University
• Chang, Chih Ching National Sun Yat-sen University

Infancia y Aprendizaje, 46(3), 592-624, 2023

Routledge

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
• P Social Context of Education
  • PB Comparative Education

Auditory Temporal Processing Phonological Processing Chinese Reading Phonological Complexity Phonological Coding System

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Primary Education

This study aims to compare auditory temporal processing and phonological processing across locations and age levels and to test the direct and indirect effects of auditory temporal and phonological processing on proficiency in Chinese character reading. We recruited 108 typically developing children — 25 and 24 kindergarteners from Taiwan and Hong Kong, respectively, and 34 and 25 primary school students from Taiwan and Hong Kong, respectively. Our findings showed that, before learning PCS, the languages’ phonological complexity did not affect the importance of ATP in Chinese reading. Also, we found the use of PCS could lead to a direct effect from students’ ATP to Chinese character reading as well as through phonological awareness. Our findings indicated that ways of learning to read influence children’s patterns of cognitive and linguistic abilities, which should be considered in teaching designs for reading. Copyright © 2023 Fundacion Infancia y Aprendizaje.

• English

Journal Articles

• 02103702

• 10.1080/02103702.2023.2197348

https://bibliography.lib.eduhk.hk/en/bibs/165bfd29

2023-09-19