Psychological Development and Education ›› 2026, Vol. 42 ›› Issue (1): 70-84.doi: 10.16187/j.cnki.issn1001-4918.2026.01.08

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A Meta-analysis Comparing the Training Effects of English Phonological Awareness between Native Chinese Speakers and Native English Speakers

JIANG Ying1, GAI Xiaosong1,2   

  1. 1. School of Psychology, Northeast Normal University, Changchun 130024;
    2. Key Research Base of Humanities and Social Sciences of Higher Education in Jilin Province, Center of Mental Health Education and Research, Northeast Normal University, Changchun 130024
  • Published:2026-01-19

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Abstract: This study utilizes meta-analysis techniques to compare the effects of English phonological awareness training between native Chinese and native English speakers. Including 101 studies with a total sample size of 9,802, the findings are as follows: (1) Native English speakers significantly outperformed native Chinese speakers in overall English phonological awareness and its subcomponent, phoneme awareness ability; (2) For native English speakers, the optimal time window for training was below the age of six, whereas for native Chinese speakers, it was at the age of thirteen and above; (3) Merely increasing training intensity (duration and frequency) did not enhance training effects for native Chinese speakers; (4) Sample characteristics, training content, and training format all significantly influenced the training effects on phonological awareness. The results suggest that compared with native English speakers, native Chinese speakers benefit less from phonological awareness training due to their lack of early natural acquisition of phonological-semantic relations. When designing such training for them, it is crucial to compensate for their lack of experience in word phonological-semantic relations and to develop more targeted teaching strategies.

Key words: phonological awareness training, phonological-semantic relations, phoneme awareness, second language, meta-analysis

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