scholarly journals The Relationship Between Orthographic Awareness and Chinese Reading in Hong Kong’s Young CSL Learners

2020 ◽  
Vol 3 (4) ◽  
pp. 678-693
Author(s):  
Yu Ka Wong
Keyword(s):  
Ethnic Minority ◽  
Reading Skills ◽  
Chinese Character ◽  
Word List ◽  
Reading Performance ◽  
Chinese Reading ◽  
Orthographic Awareness ◽  
Reading Chinese ◽  
Character Reading ◽  
The Relationship

Purpose: This study investigates young Chinese as a second language (CSL) learners’ Chinese character reading performance and its relationship with their orthographic awareness. There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’ CSL acquisition, so that more effective instruction can be provided. Design/Approach/Methods: A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments: orthographic awareness in identifying and utilizing character components, listening comprehension for vocabulary terms and short texts, and reading Chinese character lists with single- and two-character words. Findings: The students performed consistently across the two lists but made fewer errors when reading the two-character word list, most of which were orthographical. Multiple regression analysis showed that the students’ orthographic awareness contributed significantly to their character reading. Originality/Value: The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills. Chinese classes provided for such students, and for CSL learners in general, should place greater focus on literacy training.

scholarly journals The role of phonological and orthographic awareness in learning to read among Grade 1 and 2 students in Taiwan

2017 ◽  
Vol 39 (1) ◽  
pp. 117-143 ◽  
Author(s):  
CHUNG-HUI HSUAN ◽  
HENRY J. TSAI ◽  
RHONA STAINTHORP
Keyword(s):  
Phonological Awareness ◽  
Chinese Character ◽  
Orthographic Awareness ◽  
Learning To Read ◽  
Mapping Strategy ◽  
Character Reading ◽  
Structure Knowledge ◽  
Correspondence Rules ◽  
Character Mapping

ABSTRACTThe role of phonological and orthographic awareness on Chinese character reading from Grade 1 to 2 was investigated with 112 Taiwanese children. Phonological awareness (onset, rime, and tone), rudimentary orthographic awareness (character configuration and structure knowledge), and character reading were assessed in each grade. The strategy of learning to read novel characters using regular or sophisticated orthography-to-phonology correspondence rules or character mapping was tested in Grade 2. Our results suggested that (a) phonological and orthographic awarenesses are important in Grade 1, and tone awareness in Grade 1 uniquely predicts character reading in Grade 2; and (b) the use of sophisticated orthography-to-phonology correspondence rules and mapping strategy are crucial for character reading in Grades 1 and 2. In addition, phonological and rudimentary orthographic awarenesses are important for using sophisticated orthographic strategy when learning to read novel characters.

Reading Pinyin activates character orthography for highly experienced learners of Chinese

2017 ◽  
Vol 22 (1) ◽  
pp. 103-111 ◽  
Author(s):  
LIN CHEN ◽  
CHARLES A. PERFETTI ◽  
YING LENG
Keyword(s):  
Stroop Task ◽  
Interference Effect ◽  
Chinese Character ◽  
Chinese Reading ◽  
Reading Experience ◽  
Modified Stroop ◽  
Chinese Learners ◽  
Roman Alphabet ◽  
Character Reading

Does reading Pinyin, a Roman alphabet transcription of Chinese, cause the implicit activation of the corresponding Chinese character? To address this question, we carried out two experiments with adult Chinese learners, measuring interference in character reading in a modified Stroop task. Participants first made a meaning judgment on a Pinyin word, and then judged the printed color of a character that was either visually related or unrelated to the character that corresponded to the Pinyin word. A character orthographic interference effect was observed for advanced Chinese learners but not intermediate Chinese learners. The proficiency-dependent emergence of this interference effect suggests its dependence on Chinese character reading experience. For models of Chinese reading, the results demonstrate the role of the character as a gateway to meaning that, through reading experience, comes to be routinely involved in reading for meaning, whether the input is a character or an alphabetic spelling.

Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

2013 ◽  
Vol 44 (4) ◽  
pp. 348-359 ◽  
Author(s):  
Ivy N. Y. Tang ◽  
Carol K. S. To ◽  
Brendan S. Weekes
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Writing Systems ◽  
Inference Making ◽  
Comprehension Skills ◽  
English Speaking ◽  
Character Reading ◽  
The Relationship

PurposeInference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between inference-making skills, as measured by riddle appreciation ability, and reading comprehension performance in typically developing Cantonese-speaking children in the 4th grade.MethodForty Cantonese-speaking children between the ages of 9;1 (years;months) and 11;0 were given tests of riddle appreciation ability and reading comprehension. Chinese character reading and auditory comprehension abilities were also assessed using tests that had been standardized in Hong Kong.ResultsRegression analyses revealed that riddle appreciation ability explained a significant amount of variance in reading comprehension after variance due to character reading skills and auditory comprehension skills were first considered. Orthographic, lexical, morphological, and syntactic riddles were also significantly correlated with reading comprehension.ConclusionRiddle appreciation ability predicts reading comprehension in Cantonese-speaking 4th-grade children. Therefore, training Cantonese speakers in riddle appreciation should improve their reading comprehension.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

A comparison of the changes in the patterns of the usage and categorization of the classifier ‘ben 本’ in Korean, Chinese, and Japanese

2021 ◽  
Vol 5 (1) ◽  
pp. 43-51
Author(s):  
Jeong-A Jo
Keyword(s):  
Cultural Differences ◽  
Chinese Character ◽  
Chinese Characters ◽  
Common Features ◽  
The World ◽  
The Common ◽  
Korean Chinese ◽  
The Relationship

This study aims to examine the common features and differences in how the Chinese-character classifier ‘ ben 本’ is used in Chinese, Korean, and Japanese, and will explore the factors that have affected the categorization processes and patterns of the classifier ‘ ben 本.’ Consideration of the differences in the patterns of usage and categorization of the same Chinese classifier in different languages enables us to look into the perception of the world and the socio cultural differences inherent in each language, the differences in the perception of Chinese characters, and the relationship between classifiers.

scholarly journals Are “Internet+” tactics the key to poverty alleviation in China’s rural ethnic minority areas? Empirical evidence from Sichuan Province

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Xiang Yin ◽  
Zhiyi Meng ◽  
Xin Yi ◽  
Yong Wang ◽  
Xia Hua
Keyword(s):  
Ethnic Minority ◽  
Poverty Alleviation ◽  
Large Scale ◽  
Sichuan Province ◽  
Infrastructure Investment ◽  
Communication Infrastructure ◽  
Gdp Growth Rate ◽  
The Relationship ◽  
Positive Effect

AbstractChina has made great efforts to alleviate poverty in rural ethnic minority areas and targeted achieving the poverty-alleviation task by the end of 2020. Aba, Ganzi, and Liangshan, three of the poorest ethnic prefectures in Sichuan Province, Southwest China, have all implemented “Internet+” tactics since 2013, which have had the positive effect of increasing family revenues by improving communication infrastructure and encouraging the large-scale use of e-commerce. This paper aims to comprehensively investigate whether “Internet+” tactics play a key role in poverty alleviation in Sichuan’s rural ethnic minority areas and to propose further measures to enhance the efficiency of e-commerce practice. To this end, we conduct an analysis using the framework of classic growth theory and use panel data from 2000 to 2018 to examine the relationship between Communication Infrastructure Investment (CII) and a set of poverty-alleviation indicators, including local GDP growth rate (LGGR), local government revenue (LGR), and per-capita income of residents (PCIR). The results indicate that strengthening CII improves the PCIR and local economic growth, playing a key role in poverty alleviation. However, the stimulation of CII on LGGR and LGR wanes as time passes. More financial and technical actions will be needed to improve the efficiency and quality of current strategies for sustainable development in those areas.

A comparison of the changes in the patterns of the usage and categorization of the classifier ‘ben 本’ in Korean, Chinese, and Japanese

2021 ◽  
pp. 251385022098177
Author(s):  
Jeong-A Jo
Keyword(s):  
Cultural Differences ◽  
Chinese Character ◽  
Chinese Characters ◽  
Common Features ◽  
The World ◽  
The Common ◽  
Korean Chinese ◽  
The Relationship

This study aims to examine the common features and differences in how the Chinese-character classifier ‘ ben 本’ is used in Chinese, Korean, and Japanese, and will explore the factors that have affected the categorization processes and patterns of the classifier ‘ ben 本.’ Consideration of the differences in the patterns of usage and categorization of the same Chinese classifier in different languages enables us to look into the perception of the world and the socio cultural differences inherent in each language, the differences in the perception of Chinese characters, and the relationship between classifiers.

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