Understanding text reading comprehension of Chinese students who are d/deaf and hard of hearing: The roles of segmental phonological awareness and suprasegmental lexical tone awareness

Qinli DENG, Shelley Xiuli TONG

Research output: Contribution to journalArticlespeer-review

4 Citations (Scopus)

Abstract

The authors investigated the roles of Chinese segmental (i.e., onset and rime) and suprasegmental (i.e., lexical tone) phonological awareness in Chinese text reading comprehension among 146 Chinese students in grades 3–9 who were d/Deaf and hard of hearing. All participants completed tasks involving onset and rime detection, lexical tone identification, sight word reading, text reading comprehension, nonverbal intelligence, and working memory. Path analyses showed that after controlling for age, grade, nonverbal intelligence, and working memory, segmental phonological awareness contributed both directly and indirectly (via sight word reading) to text reading comprehension, whereas suprasegmental lexical tone awareness only exerted only an indirect effect on text reading comprehension via sight word reading. These findings underscore the importance of phonological awareness in text reading comprehension for Chinese students who are d/Dhh. Copyright © 2021 Gallaudet University Press. All rights reserved.

Original languageEnglish
Pages (from-to)462-477
JournalAmerican Annals of the Deaf
Volume166
Issue number4
DOIs
Publication statusPublished - 2021

Citation

Deng, Q., & Tong, S. X. (2021). Understanding text reading comprehension of Chinese students who are d/deaf and hard of hearing: The roles of segmental phonological awareness and suprasegmental lexical tone awareness. American Annals of the Deaf, 166(4), 462-477. https://doi.org/10.1353/aad.2021.0039

Keywords

  • Segmental phonological awareness
  • Lexical tone awareness
  • Chinese text reading comprehension
  • Sight word reading
  • d/Deaf and hard of hearing

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