Effects of Character and Word Contextual Diversity in Chinese Beginning Readers

Autor/inn/en	Huang, Xin; Lin, Dan; Yang, Yiming; Xu, Yuhang; Chen, Qingrong; Tanenhaus, Michael K.
Titel	Effects of Character and Word Contextual Diversity in Chinese Beginning Readers
Quelle	In: Scientific Studies of Reading, 25 (2021) 3, S.251-271 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Yuhang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1768258
Schlagwörter	Orthographic Symbols; Word Recognition; Context Effect; Word Frequency; Computational Linguistics; Elementary School Students; Decision Making; Language Processing; Vocabulary Development; Grade 4; Reading Processes; Computer Assisted Testing; Morphemes; Textbooks; Reaction Time; Mandarin Chinese; Foreign Countries; China + Suchen Sie Ihr Suchwort? Worterkennung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Linguistics; Computerlinguistik; Decision-making; Entscheidungsfindung; Sprachverarbeitung; Wortschatzarbeit; School year 04; 4. Schuljahr; Schuljahr 04; Leseprozess; Morphem; Textbook; Text book; Schulbuch; Lehrbuch; Reaktionsvermögen; Ausland
Abstract	While recent studies find that contextual diversity (CD) is a better determinant of visual word recognition than token frequency, there is a dearth of work comparing contextual diversity and token frequency in developing readers. In two sets of character and lexical decision experiments we examined token frequency and contextual diversity effects for fourth-grade children in Chinese. Experiments 1a and 1b used Chinese characters and words from SUBTLEX-CH. Experiments 2a and 2b used characters and words from a new corpus developed from Chinese primary school textbooks and reading materials from Grade 1 to 4. In both sets of experiments, CD affected character and lexical decision times but token frequency did not. The results are discussed in terms of recent context-based accounts of word learning and lexical processing, and implications are presented for models of skilled and developing reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01