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Firstly, According to (Wang, Perfett and Liu, 2005), onset matching skills in Chinese was highly correlated with English onset and icing matching skills. Based on their research, forty-six immigrant children were tested by Chinese and English reading tasks which focusing on ii phonological and orthographical processing. For example, children need to identify Chinese character buy the farm /jià n/, and then match onset /j/ and rime /ian/ as well as high-falling/à / with ass syllable.
Similarity, during English tasks, children asked to pick up one word to match the generator sound with the target one, like /p/ of ponk to match target word /pob/, the ending sound /isk/of kisk to match /bisk/. Secondly, Chinese Pinyin skills have a high correlation with English pseudowordes overdue to Pinyin as a tool can help children direct to read Chinese row (Wang, Perfett & Liu, 2005). For example, children need to read objective Pinyin and pseudo-Pinyin like : shu??water?and biu (no meaning of this pinyin). It is to measure childrens major power to map letters to sounds of Pinyin (Wang, Perfett & Liu, 2005, p.74). After a while, children asked to read words like /big/ and pseudoworde letter string. As a result, Chinese Pinyin reading was closely associated with English pseudoword reading. It means learn to read different writing systems...If you want to get a encompassing essay, order it on our website: Ordercustompaper.com
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