Developmental changes in phonological awareness in Chinese-English bilingual children: An fNIRS longitudinal study.

ABSTRACT: Learning to read triggers a cascade of changes in children's minds and brains, changes that lead to the formation of the "reading brain". Importantly, the developmental trajectory of these changes differs across languages. The development of phonological literacy skills comes first for learners of alphabetic languages such as English. In Chinese, however, phonological literacy skills take longer to finetune due to the character's phonological opacity. Bilingualism theories, however, suggest that such developmental trajectories are plastic and subject to change due to cross-linguistic interactions between bilinguals' two languages. Our study puts these theoretical assumptions to the test by examining neurodevelopmental changes in phonological literacy skills in young Chinese-English bilingu

SUBMITTER: Li YL 

PROVIDER: S-EPMC12574958 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature