The Use of Orthographic Analogies in Learning to Read Chinese / Connie Suk-Han HO in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.393-403 Titre : The Use of Orthographic Analogies in Learning to Read Chinese Type de document : Texte imprimé et/ou numérique Auteurs : Connie Suk-Han HO, Auteur ; Wai-Ling WONG, Auteur ; Wing-Sau CHAN, Auteur Année de publication : 1999 Article en page(s) : p.393-403 Langues : Anglais (eng) Mots-clés : School children  reading  normal development  analogy  Chinese Index. décimale : PER Périodiques Résumé : Two studies, comprising training in phonological analogy and semantic analogy with pre- and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] The Use of Orthographic Analogies in Learning to Read Chinese [Texte imprimé et/ou numérique] / Connie Suk-Han HO, Auteur ; Wai-Ling WONG, Auteur ; Wing-Sau CHAN, Auteur . - 1999 . - p.393-403. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.393-403 Mots-clés : School children  reading  normal development  analogy  Chinese Index. décimale : PER Périodiques Résumé : Two studies, comprising training in phonological analogy and semantic analogy with pre- and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

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