The cognitive impacts of Chinese pinyin learning on English-speaking elementary students in a bilingual educational setting.

ABSTRACT: This study investigates the effects of limited Chinese pinyin learning on American elementary school students' language performance, with particular emphasis on potential cross-linguistic interference and the benefits of pinyin learning. Participants from two schools, one receiving Chinese instruction including pinyin (experimental group) and one with no Chinese instruction (control group), in first and fourth grades were assessed on measures of Nonverbal Ability (NA), Phonological Awareness (PA), the Peabody Picture Vocabulary Test (PPVT-4), Chinese Fluency Test (CFT), Commonly Mispronounced Chinese Words Read Aloud Test (CMCT), and Commonly Mispronounced English Words Read Aloud Test (CMET). Results indicated that the modest exposure to pinyin, delivered as five 30-min sessions per three

SUBMITTER: Liu J 

PROVIDER: S-EPMC12597923 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature