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postgraduate thesis: The relationship between phonological flexibility and word reading in Chinese children

TitleThe relationship between phonological flexibility and word reading in Chinese children
Authors
Lie, Bryan李驊倫
Issue Date2018
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Lie, B. [李驊倫]. (2018). The relationship between phonological flexibility and word reading in Chinese children. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractThe ability of word recognition from spelling pronunciation was found to be predictive of word reading accuracy in languages of different opacity. This study examined a similar effect in Chinese, a phonologically opaque language. The performance of word recognition from mispronounced words of 45 children at risk of dyslexia and 51 children with average reading abilities were compared. Further analysis on the learning performance using phonological cues was carried out. No significant results in using phonological cues in facilitating Chinese word recognition in beginning readers were found. Alternative possibilities based on characteristics of Chinese language, and educational practices were discussed.
DegreeMaster of Social Sciences
SubjectChinese language - Phonology
Word recognition
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/278500

 

DC FieldValueLanguage
dc.contributor.authorLie, Bryan-
dc.contributor.author李驊倫-
dc.date.accessioned2019-10-10T03:41:58Z-
dc.date.available2019-10-10T03:41:58Z-
dc.date.issued2018-
dc.identifier.citationLie, B. [李驊倫]. (2018). The relationship between phonological flexibility and word reading in Chinese children. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/278500-
dc.description.abstractThe ability of word recognition from spelling pronunciation was found to be predictive of word reading accuracy in languages of different opacity. This study examined a similar effect in Chinese, a phonologically opaque language. The performance of word recognition from mispronounced words of 45 children at risk of dyslexia and 51 children with average reading abilities were compared. Further analysis on the learning performance using phonological cues was carried out. No significant results in using phonological cues in facilitating Chinese word recognition in beginning readers were found. Alternative possibilities based on characteristics of Chinese language, and educational practices were discussed. -
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subject.lcshChinese language - Phonology-
dc.subject.lcshWord recognition-
dc.titleThe relationship between phonological flexibility and word reading in Chinese children-
dc.typePG_Thesis-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_991044144491803414-
dc.date.hkucongregation2019-
dc.identifier.mmsid991044144491803414-

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