A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
A computer‐based Pinyin intervention for disadvantaged children in China : Effects on Pinyin skills, phonological awareness, and character reading (2020)

Li, Y., Chen, X., Li, H., Sheng, X., Chen, L., Richardson, U., & Lyytinen, H. (2020). A computer‐based Pinyin intervention for disadvantaged children in China : Effects on Pinyin skills, phonological awareness, and character reading. Dyslexia, 26(4), 377-393. https://doi.org/10.1002/dys.1654

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Li, Yixun; Chen, Xi; Li, Hong; Sheng, Xiaotian; Chen, Liu; Richardson, Ulla; Lyytinen, Heikki

Lehti tai sarja: Dyslexia

ISSN: 1076-9242

eISSN: 1099-0909

Julkaisuvuosi: 2020

Volyymi: 26

Lehden numero: 4

Artikkelin sivunumerot: 377-393

Kustantaja: John Wiley & Sons

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1002/dys.1654

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus: 

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/72657

Tiivistelmä

Pinyin is an alphabetic script that denotes pronunciations of Chinese characters. Studies have shown that Pinyin instruction enhances both phonological awareness (e.g., Shu et al., Developmental Science, 2008, 11, 171–181) and character reading (e.g., Lin et al., Psychological Science, 2010, 21, 1117–1122) in Chinese children. In the present study, we provided a 3‐week Pinyin intervention with a computer‐based Pinyin GraphoGame to disadvantaged migrant children with poor Pinyin skills. A total of 252 first graders who were children of migrant workers in a large Chinese city were assessed to identify poor Pinyin readers. Fifty‐six 7‐year‐old children with poor Pinyin skills were selected and randomly divided into a training group and a control group, with 28 children in each group. The training group played the Pinyin GraphoGame for 3 weeks, while the control group received school instruction only during the same period. Results showed that the children in the training group outperformed their peers in the control group on Pinyin reading accuracy and fluency, onset–rime and phonemic awareness, and character reading. These results suggest that the Pinyin GraphoGame may be a cost‐effective method to enhance Pinyin and literacy outcomes for underprivileged children in China.

YSO-asiasanat: kielen oppiminen; lukutaito; fonologinen tietoisuus; kiinan kieli; lapset (ikäryhmät); sosioekonominen asema; maahanmuuttajat; tietokoneavusteinen oppiminen; oppimispelit

Vapaat asiasanat: computer-based intervention; GraphoGame; low-socioeconomic status; migrant children; Pinyin

Liittyvät organisaatiot

OKM-raportointi: Kyllä

Raportointivuosi: 2020

JUFO-taso: 2