Understanding Text Reading Comprehension of Chinese Students Who Are d/Deaf and Hard of Hearing: The Roles of Segmental Phonological Awareness and Suprasegmental Lexical Tone Awareness.

Abstract

The authors investigated the roles of Chinese segmental (i.e., onset and rime) and suprasegmental (i.e., lexical tone) phonological awareness in Chinese text reading comprehension among 146 Chinese students in grades 3-9 who were d/Deaf and hard of hearing. All participants completed tasks involving onset and rime detection, lexical tone identification, sight word reading, text reading comprehension, nonverbal intelligence, and working memory. Path analyses showed that after controlling for age, grade, nonverbal intelligence, and working memory, segmental phonological awareness contributed both directly and indirectly (via sight word reading) to text reading comprehension, whereas suprasegmental lexical tone awareness only exerted only an indirect effect on text reading comprehension via sight word reading. These findings underscore the importance of phonological awareness in text reading comprehension for Chinese students who are d/Dhh.