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Article: Learning to read Chinese beyond the logographic phase

TitleLearning to read Chinese beyond the logographic phase
Authors
Issue Date1997
PublisherInternational Reading Association. The Journal's web site is located at http://www.reading.org/General/Publications/Journals/RRQ.aspx
Citation
Reading Research Quarterly, 1997, v. 32 n. 3, p. 276-289 How to Cite?
AbstractThis study investigated the role of phonetics for children learning to read Chinese. Participants were 45 Chinese first graders and 45 second graders recruited in Hong Kong. The study revealed that children name phonologically regular Chinese characters more accurately than irregular ones, and phonetic-related errors were the most dominant type in reading Chinese characters and words. There were statistically significant correlations among Chinese pseudocharacter reading. Chinese real character reading, and rhyme detection for the first graders. These findings suggested that Chinese first and second graders do rely on phonetics for sound cues in naming Chinese characters, and phonological awareness seemed to be important in learning these script-sound regularities in Chinese. It therefore appeared that beyond the logographic phase, there was also a phonological phase in learning to read Chinese.
Persistent Identifierhttp://hdl.handle.net/10722/168893
ISSN
2015 Impact Factor: 2.087
2015 SCImago Journal Rankings: 1.768
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHo, CSHen_US
dc.contributor.authorBryant, Pen_US
dc.date.accessioned2012-10-08T03:39:27Z-
dc.date.available2012-10-08T03:39:27Z-
dc.date.issued1997en_US
dc.identifier.citationReading Research Quarterly, 1997, v. 32 n. 3, p. 276-289en_US
dc.identifier.issn0034-0553en_US
dc.identifier.urihttp://hdl.handle.net/10722/168893-
dc.description.abstractThis study investigated the role of phonetics for children learning to read Chinese. Participants were 45 Chinese first graders and 45 second graders recruited in Hong Kong. The study revealed that children name phonologically regular Chinese characters more accurately than irregular ones, and phonetic-related errors were the most dominant type in reading Chinese characters and words. There were statistically significant correlations among Chinese pseudocharacter reading. Chinese real character reading, and rhyme detection for the first graders. These findings suggested that Chinese first and second graders do rely on phonetics for sound cues in naming Chinese characters, and phonological awareness seemed to be important in learning these script-sound regularities in Chinese. It therefore appeared that beyond the logographic phase, there was also a phonological phase in learning to read Chinese.en_US
dc.languageengen_US
dc.publisherInternational Reading Association. The Journal's web site is located at http://www.reading.org/General/Publications/Journals/RRQ.aspxen_US
dc.relation.ispartofReading Research Quarterlyen_US
dc.titleLearning to read Chinese beyond the logographic phaseen_US
dc.typeArticleen_US
dc.identifier.emailHo, CSH:shhoc@hkucc.hku.hken_US
dc.identifier.authorityHo, CSH=rp00631en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1598/RRQ.32.3.3-
dc.identifier.scopuseid_2-s2.0-0000964806en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0000964806&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume32en_US
dc.identifier.issue3en_US
dc.identifier.spage276en_US
dc.identifier.epage289en_US
dc.identifier.isiWOS:A1997XM98800003-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridHo, CSH=35095289900en_US
dc.identifier.scopusauthoridBryant, P=7202903439en_US

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