The effect of pinyin learning on the development of phonological awareness and English reading and spelling.

• Other Authors: Chong, Ka Yan.
• Format: Others
• Language: English; Chinese
• Published: 2005
• Subjects: Chinese language > Transliteration > Study and teaching; Chinese language > Transliteration > Study and teaching > China > Hong Kong; Reading > Phonetic method; Reading > Phonetic method > China > Hong Kong; Language awareness in children; Language awareness in children > China > Hong Kong; Reading (Primary); Reading (Primary) > China > Hong Kong; English language > Study and teaching (Primary); English language > Study and teaching (Primary) > China > Hong Kong
• Online Access: http://library.cuhk.edu.hk/record=b5892684; http://repository.lib.cuhk.edu.hk/en/item/cuhk-325340

Chong Ka Yan. === Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. === Includes bibliographical references (leaves 70-75). === Abstract in English and Chinese. === ACKNOWLEDGEMENTS --- p.i === ABSTRACT --- p.ii === TABLE OF CONTENTS --- p.iv === Chapter CHAPTER I: --- INTRODUCTION --- p.1 === Phonological Awareness as a Predictor of English Reading and Spelling --- p.1 === Levels of Phonological Awareness --- p.4 === Factors Affecting the Development of Phonological Awareness --- p.6 === oral language experience --- p.6 === orthographic experience --- p.8 === phonological training --- p.8 === Transfer of Phonological Awareness in Bilingual Studies --- p.9 === factors affecting the transfer of phonological awareness --- p.11 === Introduction to Hanyu Pinyin --- p.13 === The Present Study --- p.14 === Chapter CHAPTER II: --- STUDY1 --- p.18 === Method --- p.18 === Design --- p.18 === Participants --- p.19 === Procedures --- p.20 === Tasks --- p.20 === Results --- p.25 === Group differences on Phonological Awareness and English measures Relationship between Phonological Awareness and Pinyin --- p.25 === Performance on English Reading and Spelling --- p.28 === Relationship between Phonological Awareness of different Languages --- p.33 === Discussion --- p.34 === Chapter CHPAPTER III: --- STUDY2 --- p.36 === Method --- p.36 === Design --- p.36 === Participants --- p.37 === Procedures --- p.38 === Tasks --- p.39 === Results --- p.42 === Effect of Pinyin training on Phonological Awareness --- p.48 === Transfer of Phonological Awareness --- p.50 === Effect of Pinyin Training on English Reading and Spelling --- p.52 === Decomposing the Effect of Pinyin Training on English Reading and Spelling --- p.53 === Discussion --- p.59 === Chapter CHPATER IV: --- GENERAL DISCUSSION --- p.65 === Limitations --- p.67 === Conclusion --- p.69 === REFERENCES --- p.70 === APPENDIX A: ENGLISH VOCABULARY TEST (STUDY 1) --- p.76 === APPENDIX B: NONWORD SPELLING TASK ITEMS (STUDY 1) --- p.77 === APPENDIX C: PSEUDOWORD READING ITEMS (STUDY1) --- p.78 === APPENDIX D: PHONEMIC ONSET DELETION TASK (CANTONESE) --- p.79 === APPENDIX E: PHONEMIC ONSET DELETION TASK (MANDARIN) --- p.80 === APPENDIX F: PHONEMIC ONSET DELETION TASK (ENGLISH) --- p.81 === APPENDIX G: NONWORD SPELLING TASK ITEMS (STUDY 2) --- p.82 === APPENDIX H: PSEUDOWORD READING ITEMS (STUDY2) --- p.83 === APPENDIX J: PINYIN TEST (STUDY 2) --- p.84 === APPENDIX K: MANDARIN ORAL TEST (STUDY 2) --- p.85