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Predictors of Early Mandarin Chinese Character Reading Development

In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders’ Mandarin Chinese character reading was related to their ph...

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Detalles Bibliográficos
Autores principales: Yuan, Han, Segers, Eliane, Verhoeven, Ludo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9776407/
https://www.ncbi.nlm.nih.gov/pubmed/36553389
http://dx.doi.org/10.3390/children9121946
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author Yuan, Han
Segers, Eliane
Verhoeven, Ludo
author_facet Yuan, Han
Segers, Eliane
Verhoeven, Ludo
author_sort Yuan, Han
collection PubMed
description In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders’ Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin letter knowledge, and Chinese character reading improved from kindergarten to Grade 1, with Pinyin showing ceiling effects in Grade 1. Children’s character reading in first grade was not predicted from phonological awareness in kindergarten. However, visual discrimination showed an indirect effect on Grade 1 character reading via its effect on kindergarten character reading. It can be concluded that both kindergarten visual discrimination and character reading ability facilitate first-grade reading ability for children in Mainland China.
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spelling pubmed-97764072022-12-23 Predictors of Early Mandarin Chinese Character Reading Development Yuan, Han Segers, Eliane Verhoeven, Ludo Children (Basel) Article In the present study, we investigated the development of Chinese character reading and its predictors in 55 children from K3 (the last year of kindergarten) to G1 (first grade) in Mainland China. It was examined to what extent first graders’ Mandarin Chinese character reading was related to their phonological awareness, Pinyin letter knowledge, and visual perception skills in kindergarten. The results showed that phonological awareness, Pinyin letter knowledge, and Chinese character reading improved from kindergarten to Grade 1, with Pinyin showing ceiling effects in Grade 1. Children’s character reading in first grade was not predicted from phonological awareness in kindergarten. However, visual discrimination showed an indirect effect on Grade 1 character reading via its effect on kindergarten character reading. It can be concluded that both kindergarten visual discrimination and character reading ability facilitate first-grade reading ability for children in Mainland China. MDPI 2022-12-12 /pmc/articles/PMC9776407/ /pubmed/36553389 http://dx.doi.org/10.3390/children9121946 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Yuan, Han
Segers, Eliane
Verhoeven, Ludo
Predictors of Early Mandarin Chinese Character Reading Development
title Predictors of Early Mandarin Chinese Character Reading Development
title_full Predictors of Early Mandarin Chinese Character Reading Development
title_fullStr Predictors of Early Mandarin Chinese Character Reading Development
title_full_unstemmed Predictors of Early Mandarin Chinese Character Reading Development
title_short Predictors of Early Mandarin Chinese Character Reading Development
title_sort predictors of early mandarin chinese character reading development
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9776407/
https://www.ncbi.nlm.nih.gov/pubmed/36553389
http://dx.doi.org/10.3390/children9121946
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