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

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

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

Li-Chih Wang ^[1] ; Duo Liu ^[1] ; Yen Na Yum ^[1] ; Kevin Kien-Hoa Chung ^[1] ; Szu-Yin Chu ^[2] ; Pui Lun Alan Tai ^[1] ; Zhengye Xu ^[1] ; Hsu-Chan Kuo ^[3] ; Chih-Ching Chang ^[4]
1. [1] Education University of Hong Kong
  
  Education University of Hong Kong
  
  RAE de Hong Kong (China)
2. [2] National Tsing Hua University
  
  National Tsing Hua University
  
  Taiwán
3. [3] National Cheng Kung University
  
  National Cheng Kung University
  
  Taiwán
4. [4] National Sun Yat-sen University
  
  National Sun Yat-sen University
  
  Taiwán
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Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 46, Nº 3, 2023, págs. 592-624
Idioma: inglés
DOI: 10.1080/02103702.2023.2197348
Títulos paralelos:
- La relación entre el procesamiento temporal auditivo, el procesamiento fonológico y la lectura en los niños hongkoneses y taiwaneses: de preescolar a primaria
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Resumen
- español
  Este estudio tiene como objetivo comparar el procesamiento temporal auditivo y el procesamiento fonológico en diferentes ubicaciones y niveles de edad, y probar los efectos directos e indirectos del procesamiento temporal auditivo y fonológico en la habilidad de lectura de caracteres chinos. Se reclutaron 108 niños con desarrollo típico, 25 y 24 preescolares de Taiwán y Hong Kong, respectivamente, y 34 y 25 alumnos de primaria de Taiwán y Hong Kong, respectivamente. Nuestros hallazgos mostraron que antes de aprender el sistema de codificación fonológica en chino, la complejidad fonológica de los idiomas no afectó la importancia del procesamiento temporal auditivo en la lectura China. Además, encontramos que el uso del sistema de codificación fonológica podría llevar a un efecto directo del procesamiento temporal auditivo de los estudiantes en la lectura de caracteres chinos, así como a través de la conciencia fonológica. Nuestros hallazgos indicaron que las formas de aprendizaje de la lectura influyen en los patrones de habilidades cognitivas y lingüísticas de los niños, lo cual debería considerarse en los diseños de enseñanza para la lectura.
- English
  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.
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