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The ABC's of Chinese: Maternal Mediation of Pinyin for Chinese Children's Early Literacy Skills

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Title: The ABC's of Chinese: Maternal Mediation of Pinyin for Chinese Children's Early Literacy Skills
Language: English
Authors: McBride-Chang, Catherine, Lin, Dan, Liu, Phil D., Aram, Dorit, Levin, Iris, Cho, Jeung-Ryeul, Shu, Hua, Zhang, Yuping
Source: Reading and Writing: An Interdisciplinary Journal. Jan 2012 25(1):283-300.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Descriptors: Video Technology, Writing (Composition), Mothers, Romanization, Phonological Awareness, Intelligence Quotient, Foreign Countries, Emergent Literacy, Chinese, Reading, Literacy, Children, Scaffolding (Teaching Technique), Alphabets, Written Language
Geographic Terms: China
DOI: 10.1007/s11145-010-9270-y
ISSN: 0922-4777
Abstract: In the present study, maternal Pinyin mediation and its relations with young Chinese children's word reading and word writing development were explored. At time 1, 43 Mainland Chinese children and their mothers were videotaped on a task in which children were asked to write 12 words in Pinyin (a phonological coding system used in Mainland China as an aid to reading Chinese characters) with help from their mothers. The videotapes were later coded on a scale (adapted from Aram & Levin, 2001) of mothers' writing facilitation techniques. Scores on this scale of maternal mediation of Pinyin uniquely explained children's reading of Chinese words, but not writing of Chinese words, after statistically controlling for maternal education and age, and children's non-verbal IQ, age, and phonological awareness. At time 2, 22 of the children from time 1 were further tested on Chinese word reading and word reading task 1 year later. After controlling for children's age and non-verbal IQ, maternal Pinyin mediation uniquely explained 6% of the variance in children's word writing and 7% of the variance in children's word reading performance at time 2. Results underscore the potential importance of the maternal scaffolding role for reading acquisition both theoretically and practically in a domain not previously explored (i.e., use of a common coding system (Pinyin) for learning to read, rather than word reading itself).
Abstractor: As Provided
Number of References: 31
Entry Date: 2012
Accession Number: EJ948878
Database: ERIC
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  Data: The ABC's of Chinese: Maternal Mediation of Pinyin for Chinese Children's Early Literacy Skills
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  Data: <searchLink fieldCode="AR" term="%22McBride-Chang%2C+Catherine%22">McBride-Chang, Catherine</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Dan%22">Lin, Dan</searchLink><br /><searchLink fieldCode="AR" term="%22Liu%2C+Phil+D%2E%22">Liu, Phil D.</searchLink><br /><searchLink fieldCode="AR" term="%22Aram%2C+Dorit%22">Aram, Dorit</searchLink><br /><searchLink fieldCode="AR" term="%22Levin%2C+Iris%22">Levin, Iris</searchLink><br /><searchLink fieldCode="AR" term="%22Cho%2C+Jeung-Ryeul%22">Cho, Jeung-Ryeul</searchLink><br /><searchLink fieldCode="AR" term="%22Shu%2C+Hua%22">Shu, Hua</searchLink><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Yuping%22">Zhang, Yuping</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. Jan 2012 25(1):283-300.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: Y
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1007/s11145-010-9270-y
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  Data: 0922-4777
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  Data: In the present study, maternal Pinyin mediation and its relations with young Chinese children's word reading and word writing development were explored. At time 1, 43 Mainland Chinese children and their mothers were videotaped on a task in which children were asked to write 12 words in Pinyin (a phonological coding system used in Mainland China as an aid to reading Chinese characters) with help from their mothers. The videotapes were later coded on a scale (adapted from Aram & Levin, 2001) of mothers' writing facilitation techniques. Scores on this scale of maternal mediation of Pinyin uniquely explained children's reading of Chinese words, but not writing of Chinese words, after statistically controlling for maternal education and age, and children's non-verbal IQ, age, and phonological awareness. At time 2, 22 of the children from time 1 were further tested on Chinese word reading and word reading task 1 year later. After controlling for children's age and non-verbal IQ, maternal Pinyin mediation uniquely explained 6% of the variance in children's word writing and 7% of the variance in children's word reading performance at time 2. Results underscore the potential importance of the maternal scaffolding role for reading acquisition both theoretically and practically in a domain not previously explored (i.e., use of a common coding system (Pinyin) for learning to read, rather than word reading itself).
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  Data: 2012
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  Data: EJ948878
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        Value: 10.1007/s11145-010-9270-y
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      – Text: English
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        PageCount: 18
        StartPage: 283
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Mothers
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      – SubjectFull: Romanization
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Reading
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      – SubjectFull: Literacy
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        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: China
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