A1 Journal article (refereed)
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 authors or editors

Publication details

All authors or editors: Li, Yixun; Chen, Xi; Li, Hong; Sheng, Xiaotian; Chen, Liu; Richardson, Ulla; Lyytinen, Heikki

Journal or series: Dyslexia

ISSN: 1076-9242

eISSN: 1099-0909

Publication year: 2020

Volume: 26

Issue number: 4

Pages range: 377-393

Publisher: John Wiley & Sons

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1002/dys.1654

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/72657

Abstract

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.

Keywords: language learning; literacy; phonological awareness; Chinese language; children (age groups); socioeconomic status; immigrants; computer-assisted learning; educational games

Free keywords: computer-based intervention; GraphoGame; low-socioeconomic status; migrant children; Pinyin

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 2