Chinese children's use of subcharacter information about pronunciation

Yeqin He, Qiuying Wang, Richard C. Anderson

Research output: Contribution to journalReview articlepeer-review


Two experiments involving Chinese 2nd graders and 4th graders investigated the use of subcharacter information to learn to pronounce unfamiliar semantic-phonetic compound characters. Experiment 1 confirmed that children can use the information in both tone-different and onset-different characters to learn character pronunciations and showed that phonological awareness generally facilitates learning. Experiment 2 demonstrated that children can utilize the information in bound-phonetic characters as well as, or even better than, the information in independent-phonetic characters, which implies that Chinese children can use an analogy strategy for decoding compound characters.

Original languageEnglish (US)
Pages (from-to)572-579
Number of pages8
JournalJournal of Educational Psychology
Issue number4
StatePublished - Nov 2005


  • Analogy strategy
  • Character pronunciation
  • Reading

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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