دورية أكاديمية
Same or Different: Chinese Character Reading and Word Reading of Young Readers with Development
| العنوان: | Same or Different: Chinese Character Reading and Word Reading of Young Readers with Development |
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| اللغة: | English |
| المؤلفون: | Xiujie Yang (ORCID |
| المصدر: | Reading and Writing: An Interdisciplinary Journal. 2024 37(4):817-839. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Kindergarten, Elementary School Students, Morphology (Languages), Phonology, Naming, Phonemic Awareness, Chinese, Ideography, Vocabulary Development, Orthographic Symbols |
| مصطلحات جغرافية: | Hong Kong |
| DOI: | 10.1007/s11145-022-10255-9 |
| تدمد: | 0922-4777 1573-0905 |
| مستخلص: | The present study aimed to investigate whether and how Chinese single character reading and 2-character word reading can reflect somewhat different processes. Tasks of Chinese rapid automatized naming (RAN), morphological awareness, phonological awareness, orthographic knowledge, along with vocabulary knowledge and nonverbal intelligence tasks, were administered to 283 Hong Kong Chinese kindergarteners ("Mean age" = 66.08 months, SD = 5.15), who were followed up one year later at grade one. Results demonstrated that, concurrently, morphological awareness and RAN explained unique variance in Chinese word reading at kindergarten when character reading was statistically controlled; character reading had no unique cognitive-linguistic correlates when word reading was statistically controlled. Longitudinally, word reading at grade one was predicted by character reading at kindergarten. In contrast, character reading at grade one could not be predicted by word reading at kindergarten. These findings suggest that Chinese children's processing of 2-character words and single characters should be treated differently in Chinese reading acquisition. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1418215 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0922-4777 1573-0905 |
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| DOI: | 10.1007/s11145-022-10255-9 |