Jiang, Y. orcid.org/0000-0002-3805-0201, Gai, X. orcid.org/0000-0001-6836-5442, Üstün‐Yavuz, M.S. orcid.org/0000-0002-0117-9044 et al. (2 more authors) (2023) A meta-analysis of training effects on English phonological awareness and reading in native Chinese speakers. PsyCh Journal, 12 (5). pp. 599-617. ISSN 2046-0252
Abstract
Enhancing English phonological awareness is critical in promoting native English speakers’ reading development. However, less attention has been paid to the role of phonological awareness development for English language learners in a logographic context. This meta-analysis aims to evaluate the effectiveness of training native Chinese speakers’ English phonological awareness and reading across age groups. Thirty-three articles, including 37 independent samples, were identified as training studies that reported English phonological awareness as an outcome measure, and 16 articles, including 17 independent samples, featured training studies that reported reading as an outcome measure. Results based on a random-effect model revealed the effect sizes for overall English phonological awareness (including English syllable awareness, phoneme awareness, and rhyme awareness) and overall reading (including word reading and pseudoword reading) were g = 0.651 (n = 3137) and g = 0.498 (n = 1506), respectively. Specifically, instructional training exerted a small impact on word reading (g = 0.297), moderate effects on syllable awareness (g = 0.468) and pseudoword reading (g = 0.586), a medium to large effect on phoneme awareness (g = 0.736), and a large impact on rhyme awareness (g = 0.948). The moderator analyses yielded several significant findings. Regarding the English phonological awareness outcome, programs integrating lexical semantic knowledge exhibited the largest trend in enhancing native Chinese speakers’ skills. Among all age groups, upper elementary students benefited most from instructional training. Furthermore, more intensive training had a greater impact than less intensive training. In terms of the reading outcome, similar to English phonological awareness findings, upper elementary students realized the greatest improvements. Additionally, unpublished articles indicated a larger training effect on reading than published ones. These findings provide practitioners with guidelines for delivering effective instruction to promote phonological awareness and reading ability for English language learners in a logographic language context.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2023 The Authors. PsyCh Journal published by Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. https://creativecommons.org/licenses/by/4.0/ |
Keywords: | native Chinese speakers; phonics; phonological awareness; training word reading |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > Health Sciences School (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 03 Aug 2023 08:18 |
Last Modified: | 04 Oct 2024 14:20 |
Status: | Published |
Publisher: | Wiley |
Refereed: | Yes |
Identification Number: | 10.1002/pchj.675 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:202103 |