Developmental Stages in Learning to Read Chinese Characters
Chen, Xi
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Permalink
https://hdl.handle.net/2142/79816
Description
Title
Developmental Stages in Learning to Read Chinese Characters
Author(s)
Chen, Xi
Issue Date
2004
Doctoral Committee Chair(s)
Anderson, Richard C.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Psychology, Developmental
Language
eng
Abstract
The results of the dissertation support a three-stage model in learning to read Chinese. Preschoolers who just begin learning to read are in the first, visual stage. They remember the first words by relying on a few distinctive features. As early as kindergarten, children begin using phonological information. The ability to use the phonetic strategy and the analogy strategy develops simultaneously and improves as reading experience increases. By the second grade or even sometime earlier, children are in the phonetic stage in which they can use both phonological strategies reasonably well. Somewhere between second and fourth grade, children enter the orthographic stage, which is characterized by the use of consistency information contained in families of characters.
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