scholarly journals The Development of Preschool Children’s Awareness of Semantic Radicals in Chinese Characters

2021 ◽  
Vol 6 ◽  
Author(s):  
Mengna Li ◽  
Suiqing Chen ◽  
Shaomin Wu
Keyword(s):  
Preschool Children ◽  
Literacy Education ◽  
Chinese Characters ◽  
Public Preschool ◽  
Semantic Radical

The present study investigated the development of Chinese preschool children’s awareness of semantic radicals in Chinese characters. The two specific areas of focus were the development of awareness of the category consistency of the semantic radical and awareness of the semantic radical. A sample of 55 four-year-old children and 61 five-year-old children were randomly selected from a public preschool that did not include formal literacy education in its curriculum. Experiment 1 found that the children’s awareness of the category consistency of semantic radicals had not yet developed, regardless of the configuration of characters. Experiment 2 found that the children showed no obvious awareness of the semantic radical and had a strong bias toward using phonetic radicals rather than semantic radicals to classify characters, with the bias being significant for characters of left-right configuration. The current findings suggest that Chinese preschool children have an awareness of radicals in Chinese characters and they are more sensitive to the phonetic radical than to the semantic radical and, consequently, prioritize the former.

The effects of a food project on children's categorization skills

2013 ◽  
Vol 41 (6) ◽  
pp. 939-946 ◽  
Author(s):  
Durmuş Aslan
Keyword(s):  
Preschool Children ◽  
Experimental Design ◽  
Control Group ◽  
Control Groups ◽  
Preschool Program ◽  
Public Preschool ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group ◽  
Program Data

I conducted this study to investigate the effects of project-based education on children's categorization skills. I used an experimental design with the pre and posttest control group. Participants were 47 6-year-old children who attended a public preschool. Children in the experimental group completed a "Food Project", which continued for 12 weeks. The children in the control group undertook the regular preschool program. Data about the children's categorization skills were obtained by using the Categorization Test. While there was no significant difference between the experimental and control groups in the pretest, a significant difference was found in the posttest in favor of the experimental group.

scholarly journals The Phonological Process with Two Patterns of Simplified Chinese Characters

2013 ◽  
Vol 11 (4) ◽  
pp. 389-403 ◽  
Author(s):  
Zheng Jin ◽  
Junehee Lee ◽  
Yang Lee
Keyword(s):  
Word Recognition ◽  
Strong Influence ◽  
Naming Task ◽  
Matching Task ◽  
Chinese Characters ◽  
Phonological Process ◽  
The Subject ◽  
Semantic Radical ◽  
Subject Performance ◽  
Lexical Variable

Abstract This paper analyzed word recognition in two patterns of Chinese characters, cross referenced with word frequency. The patterns were defined as uni-part (semantic radical/component only) and bi-part (including the phonetic radical/component and the semantic radical/component) characters. The interactions of semantic and phonological access in both patterns were inspected. It was observed that in the naming task and the pronunciation-matching task, the subject performance involving the uni-part characters showed longer RT than the bi-part characters. However, with the lexical decision and meaning-matching tasks the uni-part characters showed shorter RT than the bi-part characters. It was also observed that the frequency, which is regarded as a lexical variable, displayed a strong influence. This suggests that Chinese characters require lexical access in all tasks. This study also suggested that the phonological process is primary in visual word recognition; as there is a significant phonological effect in processing the Chinese bi-part characters, resulting in either the facilitation or inhibition of phonology due to the differing demands of the two tasks

scholarly journals Expressive and receptive vocabulary in preschool children and socioeconomic factors

Revista CEFAC ◽  
2021 ◽  
Vol 23 (6) ◽  
Author(s):  
Raoni da Silva Santos ◽  
Guilherme CP Francisco ◽  
Katerina Lukasova
Keyword(s):  
Preschool Children ◽  
Socioeconomic Factors ◽  
Receptive Vocabulary ◽  
Assessment Instrument ◽  
Expressive Vocabulary ◽  
Public Preschool ◽  
Mental Maturity ◽  
And Performance ◽  
Definition Of ◽  
The Relationship

ABSTRACT Purpose: to assess the expressive and receptive vocabulary of preschool children and trace the relationship with different socioeconomic factors. Methods: 108 children, aged between 4 and 6 years, were evaluated, 84 from a public preschool and 24 from a private preschool, using the following instruments: CMMS - Columbia Mental Maturity Scale; ABFW; Peabody Image Vocabulary Test (PPVT); CONFIAS - Phonological Awareness: Sequential Assessment Instrument; Rapid Automatic Naming Test (NAR); Questionnaires for the definition of economic classification, general health and family habits. For statistical analyses, the non-parametric Kruskal-Wallis test, Bonferroni post hoc corrections to check significant differences and Spearman correlation were used. Results: the results found showed a statistically significant relationship between factors such as salary range, mother's and father's education and performance on tests of receptive and expressive vocabulary and mental maturity. Conclusion: evidence showed the relationship of socioeconomic factors with language development in preschoolers.

The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing

2018 ◽  
Vol 24 (4) ◽  
pp. 496-518 ◽  
Author(s):  
Chun Lai ◽  
Xuedan Qi ◽  
Chan Lü ◽  
Boning Lyu
Keyword(s):  
Character Recognition ◽  
Chinese Character ◽  
Future Research ◽  
Chinese Characters ◽  
Quasi Experimental ◽  
Semantic Radical ◽  
Guided Inductive ◽  
Learning And Instruction ◽  
Radical Form ◽  
Deductive Instruction

This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided inductive instruction generated significantly greater gains in learners’ use of radical information for radical form-meaning mapping and for Chinese character recognition and inferencing. This study further found that the effectiveness of inductive instruction in strengthening radical form-meaning mapping varied for semantic radicals of different complexity levels. These findings suggest that instructors should apply guided induction in teaching semantic radicals, but also be flexible in varying instruction in response to the complexity of semantic radicals. The findings suggest that the inductive-deductive nature of instruction and the complexity of semantic radicals are important variables to consider in future research on the learning and instruction of Chinese characters.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

The Preschool Stuttering Screen for Health Care Professionals

2011 ◽  
Vol 21 (2) ◽  
pp. 59-62
Author(s):  
Joseph Donaher ◽  
Christina Deery ◽  
Sarah Vogel
Keyword(s):  
Risk Factors ◽  
Health Care ◽  
Differential Diagnosis ◽  
Preschool Children ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Evidence Based ◽  
Developmental Profile

Healthcare professionals require a thorough understanding of stuttering since they frequently play an important role in the identification and differential diagnosis of stuttering for preschool children. This paper introduces The Preschool Stuttering Screen for Healthcare Professionals (PSSHP) which highlights risk factors identified in the literature as being associated with persistent stuttering. By integrating the results of the checklist with a child’s developmental profile, healthcare professionals can make better-informed, evidence-based decisions for their patients.

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