Abstract
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 language | English (US) |
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Pages (from-to) | 572-579 |
Number of pages | 8 |
Journal | Journal of Educational Psychology |
Volume | 97 |
Issue number | 4 |
DOIs | |
State | Published - Nov 2005 |
Keywords
- Analogy strategy
- Character pronunciation
- Reading
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology