Character and Child Factors Contribute to Character Recognition Development among Good and Poor Chinese Readers from Grade 1 to 6

Autor/inn/en	Guan, Connie Qun; Fraundorf, Scott H.; Perfetti, Charles A.
Titel	Character and Child Factors Contribute to Character Recognition Development among Good and Poor Chinese Readers from Grade 1 to 6
Quelle	In: Annals of Dyslexia, 70 (2020) 2, S.220-242 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guan, Connie Qun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-020-00191-0
Schlagwörter	Chinese; Language Acquisition; Pattern Recognition; Alphabets; Elementary School Students; Student Characteristics; Individual Differences; Language Processing; Age Differences; Reading Skills; Reading Difficulties + Suchen Sie Ihr Suchwort? China; Chinesen; Sprachaneignung; Spracherwerb; Mustererkennung; Buchstabenschrift; Individueller Unterschied; Sprachverarbeitung; Age; Difference; Age difference; Altersunterschied; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit
Abstract	In light of the dramatic growth of Chinese learners worldwide and a need for a cross-linguistic research on Chinese literacy development, this study investigated (a) the effects of character properties (i.e., orthographic consistency and transparency) on character acquisition, and (b) the effects of individual learner differences (i.e., orthographic awareness and phonological awareness) on character recognition. Chinese native-speaking children (over N = 100 for each of grade 1 to 6) completed a lexical decision task. Crossed random effects models suggested (a) character-level orthographic and phonological effects contributed to character recognition development in an asymptotic way from grade 1 to 6, with a moderate effect at earlier ages of acquisition and a stronger facilitation after grade 3; (b) child-level effects of orthographic awareness and character-reading level contributed to all types of characters; (c) the interaction between orthographic consistency and orthographic awareness grew more pronounced among typically developing children progressively from grade 1 to grade 6; and (d) this interaction of character- and child-level factors was not significantly associated with literacy development among children with poor reading skills. We discuss theoretical and practical implications for character development among typically and nontypically developing children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01