Book Chapter Published

Divergent and convergent paths in Chinese reading development: A systematic review of recent advancements in L1 and L2 research

Ke, S. (2026). Divergent and convergent paths in Chinese reading development: A systematic review of recent advancements in L1 and L2 research. In H. Winskel, & H. K. Pae (Eds.), Handbook of Nonlinear Writing Systems: Complex Processes and Learning Challenges, 211-225. Springer.

DOI: https://doi.org/10.1016/B978-0-323-95504-1.01501-5

Abstract

This review synthesizes findings from 45 studies on Chinese reading as a first (L1) or second language (L2), focusing on metalinguistic awareness. Three rounds of literature search and screening were carried out. It highlights four key findings: (1) Both L1 and L2 researchers examine which subcomponents of metalinguistic awareness—orthographic, phonological, and morphological—predict Chinese reading as well as the roles of mediators such as character reading, reading fluency, and vocabulary. (2) Meta-correlation results support (Ke et al., 2023) hypothesis that L2 readers rely more on metalinguistic awareness for word reading than L1 readers, with medium correlations across all three metalinguistic facets for L2 readers, while only morphological awareness shows a significant medium correlation for L1 readers. (3) Explicit metalinguistic instruction combined with oral activities is crucial for both L1 and L2 learners. (4) Environmental and assessment factors are important for understanding how metalinguistic awareness aids reading development. The review underscores the need for more L2 Chinese reading research and suggests future exploration in methodological advancements and pedagogical experiments.

Keywords

Metalinguistic awareness, Chinese, First language, Second language, Systematic review