Do Children Learn Chinese with Receiving Phonetic System Training Affect the Role of Auditory Temporal Processing to Reading? – A Longitudinal Study

This project proposes a longitudinal study, involving comparison groups, to trace and compare the relationship of auditory temporal processing, phonological processing, and reading performance in Hong Kong and Taiwan. The project will last two years in order to study children before their formal reading education commences, and demonstrate the impact of learning to read on receiving phonetic system training over time. More specifically, this project will (1) compare the auditory temporal processing, phonological processing, and reading performance of Hong Kong children and Taiwan children across different testing times, and (2) examine the relationships between auditory temporal processing, phonological processing, and reading performance of Hong Kong children and Taiwan children across different testing times.

Funding Source: RGC - General Research Fund (GRF)