The relationship between auditory temporal processing, phonological processing and reading in Hong Kongese and Taiwanese children: from kindergarten to primary school (La relación entre el procesamiento temporal auditivo, el procesamiento fonológico y la lectura en los niños hongkoneses y taiwaneses: de preescolar a primaria)

Li Chih Wang, Duo Liu, Yen Na Yum, Kevin Kien Hoa Chung, Szu Yin Chu, Pui Lun Alan Tai, Zhengye Xu, Hsu Chan Kuo, Chih Ching Chang

研究成果: Article同行評審

摘要

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.

原文English
頁(從 - 到)592-624
頁數33
期刊Infancia y Aprendizaje
46
發行號3
DOIs
出版狀態Accepted/In press - 2023

All Science Journal Classification (ASJC) codes

  • 教育
  • 發展與教育心理學

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