![]() ![]() In the second, Cantonese tone sensitivity predicted English word reading through the transfer of segmental phonological awareness between Cantonese and English, as predicted by segmental phonological transfer. In one, Cantonese tone sensitivity predicted English stress sensitivity, and English stress sensitivity, in turn, significantly predicted English word reading, as postulated by the prosodic hypothesis. This relation was realized through two parallel routes. Structural equation modeling revealed a longitudinal prediction of Cantonese tone sensitivity to English word reading between 8 and 9 years of age. We administered multiple measures of Cantonese tone sensitivity, English stress sensitivity, segmental phonological awareness in Cantonese and English, nonverbal ability, and English word reading to 123 Cantonese–English bilingual children ages 7 and 8 years. This study explores the mechanism underlying this relation by testing two explanations of these effects: the prosodic hypothesis and segmental phonological awareness transfer. Recent cross-sectional studies show a surprising result that Mandarin Chinese tone sensitivity is related to Mandarin–English bilingual children’s English word reading. Prosodic features include lexical tone in Chinese and lexical stress in English. Languages differ considerably in how they use prosodic features, or variations in pitch, duration, and intensity, to distinguish one word from another. Taken together, auditory processing, language-specific linguistic prosody awareness, and phonological awareness play different roles in L1/L2 reading, reflecting different prosodic and segmental structures between Mandarin and English. Linguistic prosody awareness appears to play a more important role in L1 word reading than phonological awareness while the reverse seems true for English L2 word reading in Mandarin-speaking children. In contrast, English rhyme awareness predicted more unique variance in English real word reading and nonword decoding than did English stress perception and production. For the prosodic and phonological measures, Mandarin tone perception, but not rhyme awareness, predicted Chinese character recognition after controlling for age and nonverbal IQ. ![]() Pitch contour discrimination predicted Mandarin L1 word reading and rise time discrimination predicted English L2 word reading, after controlling for age and nonverbal IQ. The importance of the auditory processing measures to reading was different in the two languages. English L2 word reading was assessed by English real word reading and nonword decoding tasks. ![]() A Chinese character recognition task was the Mandarin L1 reading metric. Linguistic prosody awareness was measured three ways: Mandarin tone perception, English stress perception, and English stress production. Three auditory discrimination abilities were measured: pitch contour, pitch interval, and rise time (rate of intensity change at tone onset). This study examined language-specific links among auditory processing, linguistic prosody awareness, and Mandarin (L1) and English (L2) word reading in 61 Mandarin-speaking, English-learning children. (PsycINFO Database Record (c) 2013 APA, all rights reserved). That is, in addition to phonological awareness, Chinese speech prosody was also directly associated with English word recognition. In contrast, for English word reading, the best model required an additional direct path from suprasegmental sensitivity (in Chinese) to English word reading. Auditory sensitivity was associated with speech perception, which was related to Chinese word reading mainly through its relations to morphological awareness and rapid automatized naming. For Chinese word reading, the proposed 4-stage model was demonstrated to be the best model. Nested model comparisons were conducted to test this model separately against alternatives in relation to both Chinese and English word reading using structural equation modeling. A 4-stage developmental model, in which auditory sensitivity is fully mediated by speech perception at both the segmental and suprasegmental levels, which are further related to word reading through their associations with phonological awareness, rapid automatized naming, verbal short-term memory and morphological awareness, was tested with concurrently collected data on 153 2nd- and 3rd-grade Hong Kong Chinese children.
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