Abstract
The Study examined how Pinyin learning affects the development of Chinese and English phonological awareness while children are in the kindergarten. Sixty five 5-years children from two kindergartens were participated the study. They were tested twice in the beginning and end of the one year term. The results showed that Learning Pinyin promoted the development of onset-rime awareness of Chinese and English, but syllable awareness and end-phonemic awareness of English. The Cross-language Transfer of Phonological Awareness was discussed.
| Keywords: | kindergartener; Chinese and English phonological awareness; Pinyin Learning |
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