Syllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word Recognition

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Auditory processing interventions and developmental dyslexia: a comparison of phonemic and rhythmic approaches (2013, background): “Tone awareness is the strongest phonological predictor of reading development in Chinese (McBride-Chang & Ho, 2005; McBride-Chang et al., 2008; Shu, Peng, & McBride-Chang, 2008), and individual differences in rise time discrimination are strongly linked to individual differences in tone awareness (G”
Universals in Learning to Read Across Languages and Writing Systems (2021, unknown): “This universal principle is in line with previous cross-linguistic research (see Caravolas, Lervåg, Defior, Seidlová Málková, & Hulme, 2013; McBride-Chang et al., 2008; Melby-Lervåg, Lyster, & Hulme, 2012; Moll et al., 2014; Perfetti & Harris, 2013; Landerl, Castles, & Parrila, this volume).”
Correlates of Chinese kindergarteners’ word reading and writing: the unique role of copying skills? (2014, background): “Thus, the syllable, as a critical and basic unit in spoken Chinese, plays a key role in early learning of Chinese word reading (e.g., Chow et al., 2005; McBride-Chang, Bialystok, Chong, & Li, 2004; McBride-Chang et al., 2008; Shu et al., 2008).”