Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills

Autor/inn/en	Li, Hong; Shu, Hua; McBride-Chang, Catherine; Liu, Hongyun; Peng, Hong
Titel	Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills
Quelle	In: Journal of Research in Reading, 35 (2012) 3, S.287-307 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2010.01460.x
Schlagwörter	Morphemes; Phonological Awareness; Character Recognition; Chinese; Literacy; Foreign Countries; Syllables; Kindergarten; Elementary School Students; Regression (Statistics); Correlation; Orthographic Symbols; Naming; Rhyme; China (Beijing) + Suchen Sie Ihr Suchwort? Morphem; China; Chinesen; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Silbe; Regression; Regressionsanalyse; Korrelation; Reim
Abstract	Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming were unique correlates of Chinese character recognition in kindergarteners. Among primary school children, the independent correlates of character recognition were rime detection, homophone judgement, morpheme production, orthographic knowledge and speeded number naming. Results underscore the importance of some dimensions of both phonological processing and morphological awareness for both very early and intermediate Chinese reading acquisition. Although significantly correlated with character recognition in younger (but not older) children, visual skills were not uniquely associated with Chinese character reading at any grade level. However, orthographic skills were strongly associated with reading in primary school but not kindergarten, suggesting that orthographic skills are more important for literacy development as reading experience increases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10