Preliminary Study of the Effect of Incremental Rehearsal with a Morphological Component for Teaching Chinese Character Recognition

Autor/inn/en	Kwong, Elena; Burns, Matthew K.
Titel	Preliminary Study of the Effect of Incremental Rehearsal with a Morphological Component for Teaching Chinese Character Recognition
Quelle	In: School Psychology International, 37 (2016) 6, S.627-643 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034316674507
Schlagwörter	Character Recognition; Chinese; Morphology (Languages); Teaching Methods; Kindergarten; Retention (Psychology); Paired Associate Learning; Drills (Practice); Pacing; Fidelity; Educational Practices; Instructional Effectiveness; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? China; Chinesen; Morphology; Morphologie; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; Lerntempo; Bildungspraxis; Unterrichtserfolg; Ausland; Hongkong
Abstract	The current study examined the effectiveness of Incremental Rehearsal (IR) for teaching Chinese character recognition using a single-case experimental design. In addition, a morphological component was added to standard IR procedures (IRM) to take into account the role of morphological awareness in Chinese reading. Three kindergarten students in Hong Kong who were learning Cantonese-Chinese were taught Chinese characters with IR and IRM over six weeks using two ABAB designs. The study found that both IR and IRM effectively increased retention and maintenance of Chinese characters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01