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Undergraduate Thesis: The effect of boundedness on reading Chinese words across primary grades
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TitleThe effect of boundedness on reading Chinese words across primary grades
 
AuthorsTse, Wai-ching
謝慧貞
 
Issue Date2010
 
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
AbstractThis study was to investigate the effect of boundedness on reading Chinese words across primary grades in Hong Kong. Morphological awareness is crucial for complex word learning, in which meanings of morphemes are interpreted and stored. As bound morphemes cannot stand-alone as independent words and they always appear as constituent characters in complex words, their meanings may not be able to be directly accessible and could only be accessed when the morphemes are encountered in several complex words with related meanings. Therefore, increase in language exposure was hypothesized to allow a person to retrieve meanings of bound morphemes and store them as individual words. This was investigated by lexical decision task, reading aloud of complex words and reading aloud of constituent morphemes in the present study. Results of t-tests showed that there was effect of boundedness on accuracy rate in reading aloud complex words and constituent morphemes, but not in lexical decision task. Implications of the findings on the development of word reading would be discussed. Mental representations of morpheme meanings became clearer in higher grades for both bound and free morphemes due to increased language exposure.
 
Description"A dissertation submitted in partial fulfillment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2010."
Includes bibliographical references (p. 30-31).
Thesis (B.Sc)--University of Hong Kong, 2010.
 
DegreeBachelor of Science in Speech and Hearing Sciences
 
SubjectChinese language -- Morphemics.
School children -- Language.
 
Dept/ProgramSpeech and Hearing Sciences
 
DC FieldValue
dc.contributor.authorTse, Wai-ching
 
dc.contributor.author謝慧貞
 
dc.date.accessioned2012-11-01T01:14:10Z
 
dc.date.available2012-11-01T01:14:10Z
 
dc.date.issued2010
 
dc.description.abstractThis study was to investigate the effect of boundedness on reading Chinese words across primary grades in Hong Kong. Morphological awareness is crucial for complex word learning, in which meanings of morphemes are interpreted and stored. As bound morphemes cannot stand-alone as independent words and they always appear as constituent characters in complex words, their meanings may not be able to be directly accessible and could only be accessed when the morphemes are encountered in several complex words with related meanings. Therefore, increase in language exposure was hypothesized to allow a person to retrieve meanings of bound morphemes and store them as individual words. This was investigated by lexical decision task, reading aloud of complex words and reading aloud of constituent morphemes in the present study. Results of t-tests showed that there was effect of boundedness on accuracy rate in reading aloud complex words and constituent morphemes, but not in lexical decision task. Implications of the findings on the development of word reading would be discussed. Mental representations of morpheme meanings became clearer in higher grades for both bound and free morphemes due to increased language exposure.
 
dc.description.naturepublished_or_final_version
 
dc.description"A dissertation submitted in partial fulfillment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2010."
 
dc.descriptionIncludes bibliographical references (p. 30-31).
 
dc.descriptionThesis (B.Sc)--University of Hong Kong, 2010.
 
dc.description.thesisdisciplineSpeech and Hearing Sciences
 
dc.description.thesislevelBachelor's
 
dc.description.thesisnameBachelor of Science in Speech and Hearing Sciences
 
dc.identifier.hkulb4813212
 
dc.identifier.urihttp://hdl.handle.net/10722/173726
 
dc.languageeng
 
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.
 
dc.subject.lcshChinese language -- Morphemics.
 
dc.subject.lcshSchool children -- Language.
 
dc.titleThe effect of boundedness on reading Chinese words across primary grades
 
dc.typeUG_Thesis
 
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<contributor.author>&#35613;&#24935;&#35998;</contributor.author>
<date.accessioned>2012-11-01T01:14:10Z</date.accessioned>
<date.available>2012-11-01T01:14:10Z</date.available>
<date.issued>2010</date.issued>
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<description>&quot;A dissertation submitted in partial fulfillment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2010.&quot;</description>
<description>Includes bibliographical references (p. 30-31).</description>
<description>Thesis (B.Sc)--University of Hong Kong, 2010.</description>
<description.abstract>This study was to investigate the effect of boundedness on reading Chinese words across
primary grades in Hong Kong. Morphological awareness is crucial for complex word
learning, in which meanings of morphemes are interpreted and stored. As bound morphemes
cannot stand-alone as independent words and they always appear as constituent characters in
complex words, their meanings may not be able to be directly accessible and could only be
accessed when the morphemes are encountered in several complex words with related
meanings. Therefore, increase in language exposure was hypothesized to allow a person to
retrieve meanings of bound morphemes and store them as individual words. This was
investigated by lexical decision task, reading aloud of complex words and reading aloud of
constituent morphemes in the present study. Results of t-tests showed that there was effect of
boundedness on accuracy rate in reading aloud complex words and constituent morphemes,
but not in lexical decision task. Implications of the findings on the development of word
reading would be discussed. Mental representations of morpheme meanings became clearer
in higher grades for both bound and free morphemes due to increased language exposure.</description.abstract>
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<publisher>The University of Hong Kong (Pokfulam, Hong Kong)</publisher>
<rights>Creative Commons: Attribution 3.0 Hong Kong License</rights>
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<subject.lcsh>Chinese language -- Morphemics.</subject.lcsh>
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