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Autor/inn/en | Kwong, Elena; Burns, Matthew K. |
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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 |
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 |
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). |
Anmerkungen | SAGE Publications. 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 |