Radical Sensitivity Is the Key to Understanding Chinese Character Acquisition in Children

Autor/inn/en	Tong, Xiuhong; Tong, Xiuli; McBride, Catherine
Titel	Radical Sensitivity Is the Key to Understanding Chinese Character Acquisition in Children
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 6, S.1251-1265 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9722-8
Schlagwörter	Foreign Countries; Elementary School Students; Kindergarten; Grade 2; Grade 5; Reading Skills; Orthographic Symbols; Phonology; Semantics; Cues; Word Recognition; Reading Strategies; Age Differences; Regression (Statistics); Character Recognition; China + Suchen Sie Ihr Suchwort? Ausland; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Reading skill; Lesefertigkeit; Fonologie; Semantik; Stichwort; Worterkennung; Reading strategy; Leselernstufe; Lesetechnik; Age; Difference; Age difference; Altersunterschied; Regression; Regressionsanalyse
Abstract	This study investigated Chinese children's development of sensitivity to positional (orthographic), phonological, and semantic cues of radicals in encoding novel Chinese characters. A newly designed picture-novel character mapping task, along with nonverbal reasoning ability, vocabulary, and Chinese character recognition were administered to 198 kindergartners, 172 second graders and 165 fifth graders. Children's strategies in using positional, phonological, and semantic cues of radicals varied across grades. The higher the children's grade level, the more commonly children used semantic and positional cues of radicals. Regression analyses showed that the contribution of semantic radical awareness for explaining Chinese character reading increased as children's grade increased, whereas the contribution of positional regularity awareness decreased. These findings suggest that learning Chinese characters involves a transition from a sound- and position-based approach to a meaning-based approach. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01