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Chapter 5. The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions

  • Sylvia Chanda Kalindi , Kevin Kien Hoa Chung , Duo Phil Liu and Li-Chih Angus Wang
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Writing Systems, Reading Processes, and Cross-Linguistic Influences
This chapter is in the book Writing Systems, Reading Processes, and Cross-Linguistic Influences

Abstract

This chapter will review universal and unique cognitive-linguistic precursors to reading acquisition and impairment, such as reading disabilities and dyslexia, in the Chinese language. The chapter will examine research evidence linking phonological awareness, morphological awareness, orthographic awareness, rapid automatized naming (RAN), and visual skills to reading acquisition among children in mainland China, Hong Kong, and Taiwan. Understanding these cognitive-linguistic constructs and their mechanisms underlying reading acquisition is essential in order to explain reading impairment. Compared to dyslexic children of alphabetic languages, Chinese children with dyslexia present different and often multiple profiles of cognitive-linguistic deficits, the most dominant being RAN, orthographic awareness, and morphological awareness and the less dominant being phonological awareness. In particular, the review will examine the causes, characteristics, uniqueness or idiosyncrasies found in speakers of Chinese, and consequences of dyslexia in children in the three Chinese societies. Such a review will offer insight into and lay foundations for developing effective evidence-based interventions for children with reading impairment both inside and outside of school. Implications for current evidence-based practices in interventions are also discussed.

Abstract

This chapter will review universal and unique cognitive-linguistic precursors to reading acquisition and impairment, such as reading disabilities and dyslexia, in the Chinese language. The chapter will examine research evidence linking phonological awareness, morphological awareness, orthographic awareness, rapid automatized naming (RAN), and visual skills to reading acquisition among children in mainland China, Hong Kong, and Taiwan. Understanding these cognitive-linguistic constructs and their mechanisms underlying reading acquisition is essential in order to explain reading impairment. Compared to dyslexic children of alphabetic languages, Chinese children with dyslexia present different and often multiple profiles of cognitive-linguistic deficits, the most dominant being RAN, orthographic awareness, and morphological awareness and the less dominant being phonological awareness. In particular, the review will examine the causes, characteristics, uniqueness or idiosyncrasies found in speakers of Chinese, and consequences of dyslexia in children in the three Chinese societies. Such a review will offer insight into and lay foundations for developing effective evidence-based interventions for children with reading impairment both inside and outside of school. Implications for current evidence-based practices in interventions are also discussed.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword ix
  4. Chapter 1. Written languages, East-Asian scripts, and cross-linguistic influences 1
  5. Part 1. Chinese
  6. Chapter 2. Introduction to script processing in Chinese and cognitive consequences for bilingual reading 25
  7. Chapter 3. Visual factors in writing system variation 49
  8. Chapter 4. How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? 73
  9. Chapter 5. The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions 99
  10. Chapter 6. Semantic processing and development in Chinese as a second language 121
  11. Chapter 7. Brain mechanisms of Chinese word reading 137
  12. Chapter 8. Semantic and lexical processing of words across two languages in Chinese-English bilinguals 163
  13. Part 2. Japanese
  14. Chapter 9. Introduction to the multi-script Japanese writing system and word processing 179
  15. Chapter 10. L1-referenced phonological processing in Japanese-English bilinguals 201
  16. Chapter 11. Constituent-priming investigations of the morphological activation of Japanese compound words 221
  17. Chapter 12. The intertwining effects of first language and learning context on the bilingual mental lexicon 245
  18. Chapter 13. Orthographic and phonological processing in L2-English word recognition 267
  19. Chapter 14. Cross-linguistic interactions in L2 word meaning inference in English as a foreign language 293
  20. Chapter 15. Sociocultural implications of the Japanese multi-scripts 313
  21. Part 3. Korean
  22. Chapter 16. The Korean writing system, Hangul , and word processing 335
  23. Chapter 17. Crosslinguistic influences of script format 353
  24. Chapter 18. Subunit priming effects on lexical decision in Korean 373
  25. Chapter 19. Cognitive-linguistic skills and reading and writing in Korean Hangul , Chinese Hanja , and English among Korean children 391
  26. Chapter 20. Neural mechanisms of reading in Korean L1 and related L2 reading 411
  27. Chapter 21. Constituent processing or gestalt processing? 427
  28. Chapter 22. Looking ahead 447
  29. Index 459
https://doi.org/10.1075/bpa.7.05kal

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Foreword ix
  4. Chapter 1. Written languages, East-Asian scripts, and cross-linguistic influences 1
  5. Part 1. Chinese
  6. Chapter 2. Introduction to script processing in Chinese and cognitive consequences for bilingual reading 25
  7. Chapter 3. Visual factors in writing system variation 49
  8. Chapter 4. How do phonological awareness, morphological awareness, and vocabulary knowledge relate to word reading within and between English and Chinese? 73
  9. Chapter 5. The complexities of written Chinese and the cognitive-linguistic precursors to reading, with consequent implications for reading interventions 99
  10. Chapter 6. Semantic processing and development in Chinese as a second language 121
  11. Chapter 7. Brain mechanisms of Chinese word reading 137
  12. Chapter 8. Semantic and lexical processing of words across two languages in Chinese-English bilinguals 163
  13. Part 2. Japanese
  14. Chapter 9. Introduction to the multi-script Japanese writing system and word processing 179
  15. Chapter 10. L1-referenced phonological processing in Japanese-English bilinguals 201
  16. Chapter 11. Constituent-priming investigations of the morphological activation of Japanese compound words 221
  17. Chapter 12. The intertwining effects of first language and learning context on the bilingual mental lexicon 245
  18. Chapter 13. Orthographic and phonological processing in L2-English word recognition 267
  19. Chapter 14. Cross-linguistic interactions in L2 word meaning inference in English as a foreign language 293
  20. Chapter 15. Sociocultural implications of the Japanese multi-scripts 313
  21. Part 3. Korean
  22. Chapter 16. The Korean writing system, Hangul , and word processing 335
  23. Chapter 17. Crosslinguistic influences of script format 353
  24. Chapter 18. Subunit priming effects on lexical decision in Korean 373
  25. Chapter 19. Cognitive-linguistic skills and reading and writing in Korean Hangul , Chinese Hanja , and English among Korean children 391
  26. Chapter 20. Neural mechanisms of reading in Korean L1 and related L2 reading 411
  27. Chapter 21. Constituent processing or gestalt processing? 427
  28. Chapter 22. Looking ahead 447
  29. Index 459
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