Phonological Awareness and Orthographic Experience in Chinese Readers
汉语读者的语义意识及书写经验
Paul Bertelson; Hsuan-Chih Chen; Chin-Hsing Tseng; Hwa-Wei Ko; Beatrice de Gelder

Abstract 摘要
The notion that the capacity to segment speech into those phonological units that the orthography represents, often called “phonological awareness”, is a critical component of early reading skill has been a cornerstone of contemporary research on alphabetic reading acquisition. We discuss its implications regarding the process of reading Chinese text. After describing the notion, we summarize its main empirical basis, giving special attention to the data from readers of non-alphabetic scripts. We argue that the latter evidence creates strong difficulties for the current tendency to minimize differences between the processes of word identification involved in Chinese vs. alphabetic reading. Finally, a new research project concerning explicit speech representation in Chinese readers is outlined.