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| Autor/inn/en | Ho, Fuk-chuen; Siegel, Linda S. |
|---|---|
| Titel | A Study of the Relationships among Chinese Multicharacter Words, Subtypes of Readers, and Instructional Methods |
| Quelle | In: Journal of Learning Disabilities, 49 (2016) 1, S.97-110 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2194 |
| DOI | 10.1177/0022219414529334 |
| Schlagwörter | Chinese; Teaching Methods; Reading Difficulties; Dyslexia; Phonology; Primary Education; Foreign Countries; Orthographic Symbols; Language Tests; Pretests Posttests; Statistical Analysis; Hong Kong |
| Abstract | This article reports the results of two studies examining the effectiveness of the whole-word and analytic instructional methods in teaching different subtypes of readers (students with normal reading performance, surface dyslexics, phonological dyslexics, and both dyslexic patterns) and four kinds of Chinese two-character words (two regular [RR], two irregular [II], one regular, one irregular [RI], and one irregular, one regular [IR]). The approaches employed were the analytic method, which focuses on highlighting the phonological components of words, and the whole-word method, which focuses on learning by sight. Two studies were conducted among a sample of 40 primary school students with different reading patterns. The aim was to examine the relationships among different subtypes of readers, two-character words, and instructional methods. In general, students with a surface dyslexic pattern benefited more from the analytic methods. Regarding combinations of different kinds of two-character words, all subtypes of students performed better in reading RR words than in reading II words. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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