Chinese Ideograms as Intermediaries to Reading

1977 ◽  
Vol 9 (2) ◽  
pp. 167-174
Author(s):  
T. M. Nelson ◽  
C. J. Ladan
Keyword(s):  
Reading Ability ◽  
Chinese Characters ◽  
Successive Presentation ◽  
Good Readers ◽  
Word Structure ◽  
Young Readers ◽  
Successive Task ◽  
Roman Alphabet ◽  
Improved Performance ◽  
Roman Script

Chinese characters presented tachistoscopically to young readers of minimal reading ability and to young readers of better ability produce reliable differences in recognition thresholds in favor of the good readers. Simultaneous presentations of compared characters also reduces perceptual thresholds as compared to successive presentation with minimal readers being inferior to good readers on the successive task. Chinese characters have been used as intermediaries in reading and improved performance attributed to the fact that the Chinese characters are related to words as units rather than to phonemic elements as in the Roman alphabet. However, since visual factors also appear to be involved in recognition of Chinese characters in a manner distinguishing between minimal and good young readers, absence of phonemic word structure may not be responsible for the improvement arising from substitution of the Chinese for Roman script.

The Impact of Reading Competence on the Ability to Take a Perspective

1979 ◽  
Vol 11 (1) ◽  
pp. 21-25 ◽  
Author(s):  
Mark Grabe ◽  
Walt Prentice
Keyword(s):  
Reading Instruction ◽  
Reading Ability ◽  
Significant Interaction ◽  
Poor Readers ◽  
Vocabulary Test ◽  
Control Groups ◽  
Good Readers ◽  
Reading Competence ◽  
The Poor ◽  
The Impact

Students grouped as good or poor readers on the basis of a vocabulary test were asked to read a story from a certain perspective or with instructions to read carefully. While the groups given a perspective recalled more information than the control groups, the most interesting results came from the significant interaction of reading ability, reading instruction and type of information. Relative to good readers in the control condition, good readers given a perspective responded with greater recall of information related to the perspective. The poor readers appeared unable or unwilling to use the perspective in differentially processing the perspective relevant sentences.

Auditory Temporal Pattern Discrimination and Reading Ability

2004 ◽  
Vol 47 (6) ◽  
pp. 1237-1243 ◽  
Author(s):  
Ken I. McAnally ◽  
Anne Castles ◽  
Susan Bannister
Keyword(s):  
Temporal Pattern ◽  
Reading Ability ◽  
Pattern Discrimination ◽  
Primary Task ◽  
Good Readers ◽  
Low Frequencies ◽  
Temporal Properties ◽  
Delayed Readers ◽  
Frequency Changes ◽  
Temporal Pattern Discrimination

The relation between reading ability and performance on an auditory temporal pattern discrimination task was investigated in children who were either good or delayed readers. The stimuli in the primary task consisted of sequences of tones, alternating between high and low frequencies. The threshold interstimulus interval (ISI) for discrimination of differences in the temporal properties of the sequences was measured. An ISI threshold was also measured in a control task that was identical to the primary task, except all tones in a control sequence had the same frequency. Delayed readers and good readers were equally able to discriminate the timing of the sequences at short ISIs, for both the primary and control tasks. Furthermore, the ISI thresholds were not correlated with the ability to read either irregular words or nonwords. These results suggest that reading ability is not related to the ability to track large and rapid frequency changes in auditory temporal patterns.

How Children Read: Matching by Sight and Sound

1974 ◽  
Vol 6 (3) ◽  
pp. 295-303 ◽  
Author(s):  
Jane F. Mackworth ◽  
N. H. Mackworth
Keyword(s):  
Reading Ability ◽  
Poor Readers ◽  
Speed Of Processing ◽  
Good Readers ◽  
Grade 3 ◽  
And Performance

The Coding Test was given to 80 children from 7 to 12 years old. They were asked to judge whether pairs of pictures, letters or words looked or sounded the same. The test measures three aspects of reading: coding written letters or words into sound, detecting small visual differences, and the speed of processing. In each grade poor readers made more errors than good readers. The ability to detect small differences did not change beyond Grade 3, but the ability to recognize sound-alike words improved throughout grades. There was no relation between reading ability and performance in a non-verbal pictorial task.

The Effect of Prior Knowledge on the Question Answering of Good and Poor Readers

1983 ◽  
Vol 15 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Betty C. Holmes
Keyword(s):  
Prior Knowledge ◽  
Reading Ability ◽  
Question Answering ◽  
Reading Level ◽  
Poor Readers ◽  
Fifth Grade ◽  
Good Readers ◽  
Fifth Grade Students ◽  
New Information ◽  
Good And Poor Readers

The purpose of this investigation was to compare the question answering of good and poor readers when their prior knowledge for the answers to questions was determined before reading to be accurate, inaccurate, incomplete, or missing. Fifty-six fifth-grade students with equivalent I.Q.'s, but varying in reading ability and extent of general prior knowledge for the passage topics, participated in the study. Subjects read an expository passage written on their approximate instructional reading level. The results indicated that poor readers did not use prior knowledge to the same extent as did good readers. This was especially true when students were learning new information. The results also suggest that poor readers have difficulty answering text implicit questions even if they possess adequate prior knowledge for passage topics.

Effects of Reading Ability on Children's Comprehension Evaluation and Regulation

1989 ◽  
Vol 21 (1) ◽  
pp. 69-83 ◽  
Author(s):  
Karen Zabrucky ◽  
Hilary Horn Ratner
Keyword(s):  
Reading Ability ◽  
Verbal Report ◽  
Sixth Grade ◽  
Poor Readers ◽  
Comprehension Monitoring ◽  
Verbal Reports ◽  
Good Readers ◽  
On Line ◽  
Good And Poor Readers ◽  
Multidimensional Process

Good and poor readers in the sixth grade ( M age = 11.92 years) were videotaped reading inconsistent stories presented one sentence at a time. Children's comprehension evaluation was assessed with on-line (reading times) and verbal report measures; comprehension regulation was assessed by examining look-backs during reading. All children read inconsistencies more slowly than consistent control information but good readers were more likely than poor readers to look back at inconsistencies during reading, to give accurate verbal reports of passage consistency following reading, and to recall text inconsistencies. Results highlight the importance of using multiple comprehension monitoring measures in assessing children's abilities and of treating comprehension monitoring as a multidimensional process.

scholarly journals Comprehending text versus reading words in young readers with varying reading ability: distinct patterns of functional connectivity from common processing hubs

2016 ◽  
Vol 19 (4) ◽  
pp. 632-656 ◽  
Author(s):  
Katherine S. Aboud ◽  
Stephen K. Bailey ◽  
Stephen A. Petrill ◽  
Laurie E. Cutting
Keyword(s):  
Functional Connectivity ◽  
Reading Ability ◽  
Young Readers

scholarly journals The Involvement of Occipital and Inferior Frontal Cortex in the Phonological Learning of Chinese Characters

2011 ◽  
Vol 23 (8) ◽  
pp. 1998-2012 ◽  
Author(s):  
Yuan Deng ◽  
Tai-li Chou ◽  
Guo-sheng Ding ◽  
Dan-ling Peng ◽  
James R. Booth
Keyword(s):  
Inferior Frontal Gyrus ◽  
English Speakers ◽  
Chinese Characters ◽  
Delayed Recall ◽  
Left Inferior Frontal Gyrus ◽  
Phonological Learning ◽  
Lingual Gyrus ◽  
Improved Performance ◽  
The Right ◽  
Specific Learning

Neural changes related to the learning of the pronunciation of Chinese characters in English speakers were examined using fMRI. We examined the item-specific learning effects for trained characters and the generalization of phonetic knowledge to novel transfer characters that shared a phonetic radical (part of a character that gives a clue to the whole character's pronunciation) with trained characters. Behavioral results showed that shared phonetic information improved performance for transfer characters. Neuroimaging results for trained characters over learning found increased activation in the right lingual gyrus, and greater activation enhancement in the left inferior frontal gyrus (Brodmann's area 44) was correlated with higher accuracy improvement. Moreover, greater activation for transfer characters in these two regions at the late stage of training was correlated with better knowledge of the phonetic radical in a delayed recall test. The current study suggests that the right lingual gyrus and the left inferior frontal gyrus are crucial for the learning of Chinese characters and the generalization of that knowledge to novel characters. Left inferior frontal gyrus is likely involved in phonological segmentation, whereas right lingual gyrus may subserve processing visual–orthographic information.

A Longitudinal Study of Phonological Awareness, Visual Skills, and Chinese Reading Acquisition among First-graders in Taiwan

1997 ◽  
Vol 20 (2) ◽  
pp. 249-268 ◽  
Author(s):  
H. S. Huang ◽  
J. Richard Hanley
Keyword(s):  
Phonological Awareness ◽  
Reading Ability ◽  
Predictive Power ◽  
Chinese Children ◽  
First Year ◽  
Chinese Characters ◽  
Chinese Reading ◽  
Phonological Processes ◽  
Paired Associates ◽  
Visual Skills

The main purpose of this study was to investigate whether a child’s phonological awareness and visual skills before instruction in school had any predictive power for later Chinese reading ability among 1st-graders in Taiwan. The study also examined the extent to which phonological awareness and visual skills varied in three separate testing sessions during the 1st grade. These testing sessions took place just before the children had learned the alphabetic system Zhu-Yin-Fu-Hao, immediately after the children had learnt Zhu-Yin-Fu-Hao, and, finally, at the end of the first year of schooling. Forty 6-year-old Chinese children from Taiwan took part in the study. The test materials included a Chinese Characters Reading Test, a set of Phonological Awareness tests, a Visual Paired Associates learning test, and a vocabulary and IQ test. Phonological awareness at the first testing session was found to be significantly related to the ability to read Chinese characters at the end of the first year. However, the predictive power of early phonological awareness decreased markedly when the effects of preschool reading scores were partialled out. Therefore, the study provided evidence that phonological processes are significantly related to success in the first year of Chinese reading, but was unable to establish whether or not differences in phonological skills are a cause of differences in the reading ability of Chinese children. In addition 10 weeks of instruction in Zhu-Yin-Fu-Hao led to an increase in performance on all tests of phonological awareness. This is consistent with the view that learning an alphabetic script improves phonological awareness ability.

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