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<p>The meta-analysis investigated the correlation between phonological awareness (PA), Pinyin skills and Chinese word-level literacy skills by synthesizing 153 correlations drawn from 19 studies across 26 independent samples of children (<i>N</i> = 2572, age ranging from 4.16 to 12.25 years). The results indicated that PA and Pinyin skills had significant and positive correlations with word reading and spelling among typically developing children from kindergartens to primary schools (PA: <i>Z</i> = 0.38, 95% CI = [0.30, 0.45], Pinyin skills: <i>Z</i> = 0.35, 95% CI = [0.28, 0.42]). The moderation analysis indicated that the relations between PA and Chinese word-level literacy abilities varied by task type and grade level. Manipulation tasks yielded significantly larger effect sizes than identification tasks (<i>β</i> = − 0.15, <i>p</i> &lt; 0.01). Kindergarten children showed marginally stronger correlations than middle and high primary school students (<i>β</i> = − 0.15, <i>p</i> = 0.09). The correlation between Pinyin skills and Chinese word-level literacy was moderated by regions (<i>β</i> = − 0.15, <i>p</i> = 0.03), with a significantly stronger correlation observed in the Chinese Mainland than other regions. When focusing exclusively on Chinese word reading, Pinyin spelling and Pinyin recognition were found to be stronger correlates than Pinyin letter knowledge (<i>β</i> = − 0.21, <i>p</i> &lt; 0.01 and <i>β</i> = − 0.17, <i>p</i> = 0.08, respectively). These findings highlight the important role of PA and Pinyin skills in the development of word reading and spelling abilities in Chinese children. Moreover, the strength of these relationships varies based on grade level and regional factors, underscoring the need for tailored literacy instruction and interventions.</p>

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Phonological awareness and Pinyin as correlates of reading and spelling in Chinese children: a meta-analysis

  • 期刊论文

  • 发表日期：

    2026年7月17日

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  • Jinghan Liang,
  • Liyan Yu,
  • Shuying Wu,
  • Xiuhong Tong

摘要

The meta-analysis investigated the correlation between phonological awareness (PA), Pinyin skills and Chinese word-level literacy skills by synthesizing 153 correlations drawn from 19 studies across 26 independent samples of children (N = 2572, age ranging from 4.16 to 12.25 years). The results indicated that PA and Pinyin skills had significant and positive correlations with word reading and spelling among typically developing children from kindergartens to primary schools (PA: Z = 0.38, 95% CI = [0.30, 0.45], Pinyin skills: Z = 0.35, 95% CI = [0.28, 0.42]). The moderation analysis indicated that the relations between PA and Chinese word-level literacy abilities varied by task type and grade level. Manipulation tasks yielded significantly larger effect sizes than identification tasks (β = − 0.15, p < 0.01). Kindergarten children showed marginally stronger correlations than middle and high primary school students (β = − 0.15, p = 0.09). The correlation between Pinyin skills and Chinese word-level literacy was moderated by regions (β = − 0.15, p = 0.03), with a significantly stronger correlation observed in the Chinese Mainland than other regions. When focusing exclusively on Chinese word reading, Pinyin spelling and Pinyin recognition were found to be stronger correlates than Pinyin letter knowledge (β = − 0.21, p < 0.01 and β = − 0.17, p = 0.08, respectively). These findings highlight the important role of PA and Pinyin skills in the development of word reading and spelling abilities in Chinese children. Moreover, the strength of these relationships varies based on grade level and regional factors, underscoring the need for tailored literacy instruction and interventions.