Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Role Of Phonological Awareness And Visual Orthographic Skills On Chinese Reading Acquisitions For Singapore Students
Download The Role Of Phonological Awareness And Visual Orthographic Skills On Chinese Reading Acquisitions For Singapore Students full books in PDF, epub, and Kindle. Read online The Role Of Phonological Awareness And Visual Orthographic Skills On Chinese Reading Acquisitions For Singapore Students ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis The Role of Phonological Awareness and Visual-Orthographic Skills on Chinese Reading Acquisitions for Singapore Students by : Ping-Ping Ho
Download or read book The Role of Phonological Awareness and Visual-Orthographic Skills on Chinese Reading Acquisitions for Singapore Students written by Ping-Ping Ho and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness and Visual-orthographic Skills on Chinese Reading Acquisitions for Singapore Students" by Ping-ping, Ho, 何冰冰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: DOI: 10.5353/th_b3692400 Subjects: Chinese language - Phonology Chinese characters - Psychological aspects Language awareness in children - Singapore Reading comprehension Chinese language - Study and teaching (Elementary) - Singapore School children - Singapore - Language
Book Synopsis ROLE OF PHONOLOGICAL AWARENESS by : Wai-Ting Siok
Download or read book ROLE OF PHONOLOGICAL AWARENESS written by Wai-Ting Siok and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness and Visual-orthographic Skills in Chinese Reading Acquisition" by Wai-ting, Siok, 蕭慧婷, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled 'The Role Of Phonological Awareness And Visual-Orthographic Skills In Chinese Reading Acquisition' submitted by Siok Wai Ting for the degree of Doctor of Philosophy at the University of Hong Kong in March 2001 This study examined the role of phonological awareness and visuo- orthographic processing skills in the development of Chinese reading abilities. Research using alphabetic languages has generally shown that phonological awareness, the ability to conceive of spoken words as sequences of smaller units of sound segments, is strongly related to success in reading. In particular, phonological awareness measured at both the onset- rime and the phonemic level relates to alphabetic reading success. Written Chinese has a logographic feature where the characters map onto the morpheme and cannot be pronounced by recourse to grapheme-phoneme correspondence rules. It is likely that the nature of phonological awareness that relates to Chinese reading is different from that of English. The study recruited 154 1st to 5th graders in Beijing. Before they were taught to read Chinese characters, these subjects had learned an alphabetic script known as Hanyu Pinyin, which helps the association of a visual character form and its pronunciation in later reading acquisition. Children's performance on tests of various cognitive skills, reading ability and pinyin knowledge were examined. Specifically, phonological awareness was assessed by 4 tasks that varied in linguistic complexity (onset-rime, tonal and phonemic level) to ascertain which level of phonological units best predicts Chinese reading. These subjects were tested again one year later on measures of reading ability and pinyin knowledge to discover the longitudinal relationship of these measures with the various cognitive skills. Results using the hierarchical multiple regression and the structural equation approach showed that (1) visual skills predicted reading success at lower grades, (2) pinyin knowledge and the ability to discriminate homophonic characters were longitudinally predictive of later reading success, (3) onset-rime awareness, but not phonemic awareness, predicted Chinese reading, and (4) there was a reciprocal relationship between pinyin knowledge and reading success. These findings suggest that learning to read Chinese progresses from a logographic phase to an orthographic- phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system. Moreover, this study has demonstrated the importance and effectiveness of the adoption of pinyin as a learning tool from a psychological perspective. These findings have important implications for education in Hong Kong, where no phonetic script is adopted to aid Chinese reading, unlike reading acquisition in Taiwan or Mainland China. Learning to read Chinese in Hong Kong is painstaking, which involves tremendous amount of rote memory and writing exercises, and children have difficulties in reading Chinese texts at home as there is no guidance on how to pronounce unfamiliar Chinese characters. Without teacher's or parents' help, Hong Kong children do not know the sounds of newly encountered characters, unlike Mainland children who can read with the help of pinyin. This casts doubts on the effectiveness of using Chinese as the instruction medium in Ho
Book Synopsis Handbook of Orthography and Literacy by : R. Malatesha Joshi
Download or read book Handbook of Orthography and Literacy written by R. Malatesha Joshi and published by Routledge. This book was released on 2013-05-13 with total page 817 pages. Available in PDF, EPUB and Kindle. Book excerpt: Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
Book Synopsis The Learning and Teaching of Phonological Decoding in Chinese EFL Children by : Keren Hua
Download or read book The Learning and Teaching of Phonological Decoding in Chinese EFL Children written by Keren Hua and published by Springer Nature. This book was released on with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Phonological Awareness and Visual Skills in Reading English and Chinese in Bilingual Singaporean Chinese Children by :
Download or read book The Role of Phonological Awareness and Visual Skills in Reading English and Chinese in Bilingual Singaporean Chinese Children written by and published by . This book was released on 2003 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Reading acquisition of chinese as a second/foreign language by : Linjun Zhang
Download or read book Reading acquisition of chinese as a second/foreign language written by Linjun Zhang and published by Frontiers Media SA. This book was released on 2023-07-12 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis General Visual and Visual-orthographic Skills in Learning to Read Chinese Characters by : Yang Luo
Download or read book General Visual and Visual-orthographic Skills in Learning to Read Chinese Characters written by Yang Luo and published by . This book was released on 2007 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chinese orthography consists of visually complex characters, which leads to the belief that visual processing is important. This study examined the extent to which general visual and visual-orthographic skills predicted children's. Chinese character reading in China and Canada. Participants were 122 children in China and 93 children in Canada from kindergarten to Grade 2. General visual skills were measured with three subtests of the Test of Visual-Perceptual Skills (TVPS)-Revised (Gardner, 1996). Visual-orthographic skills were measured by three visual-orthographic (VO) experimental tasks. Children were also tested on character reading, rapid digit naming, phonological awareness and phonological strategy use. The study showed children in China outperformed their Canadian counterparts in visual-orthographic processing, but not in general visual processing. Compared with general visual skills, visual-orthographic skills were a better predictor of Chinese character reading. Further, the importance of visual skills in predicting character reading decreased from kindergarten to Grade 2.
Book Synopsis The Role of Morphological Awareness Among Mandarin-Speaking and Cantonese-Speaking Children by : Hui Luan
Download or read book The Role of Morphological Awareness Among Mandarin-Speaking and Cantonese-Speaking Children written by Hui Luan and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Morphological Awareness Among Mandarin-speaking and Cantonese-speaking Children" by Hui, Luan, 欒輝, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled The Role of Morphological Awareness In Chinese Developmental Dyslexia Submitted by Hui Luan for the degree of Doctor of Philosophy at the University of Hong Koiig in August 2005 Chinese is a non-alphabetic and morpheme-based language. For its unique characteristics, many researchers believe that morphological knowledge may play a more important role in reading Chinese than i11 alphabetic languages. Recent research findings have showed that morphological awareness is very important in Chinese reading acquisition and even has more contribution than phonological awareness to predict reading performance in Chinese (McBride-Chang, 2003; Li, 2002; Wang, 1999). However, the role of morphological awareness in Chinese developmental dyslexia has not been examined before. To fill this gap, the aims of the present study were to examine: (a), the unique contribution of morphological awareness to reading among Mandarin-speaking and Cantonese-speaking children; (b), the role of phonological awareness and orthographic awareness in morphological awareness; (c), whether morphological deficit exists in Chinese developmental dyslexia; and (d), the relative contribution of morphological awareness to reading failure as coinpared with other cognitive slulls. To address the first two aims, two groups of average readers speaking Cantonese or Mandarin were recruited and tested on morphological awareness, phonological awareness, rapid naming, phonological memory, orthographic knowledge and visual skills. The results of regression analyses showed that morphological awareness have great and unique contribution to reading ainong the Chinese average readers, and the role of phonological awareness and orthographic awareness in molyhological awareness is significant among Mandarin-speaking and .Cantonese-speaking children respectively. To address the third and fourth aims, two groups of dyslexic children speaking Cantonese or Mandarin, with average readers of the same chronological age (CA) and average readers of the same reading level (RL) as controls, were tested on morphological awareness. The results of group comparison showed that the dyslexic children performed worse than CA controls in nearly all the morphological tasks, but similar to RL controls in most of the morphological tasks. Individual analyses showed that morphological deficit was prevalent for both Cantonese-speaking and Mandarin-speaking children. The present findings were the first time to show the existence and high prevalence of morphological deficit in Chinese developmental dyslexia. The results of individual analyses showed that morphological deficit, phonological awareness deficit and naming speed deficit are three most dominant deficits among Mandarin-speaking dyslexic children, while morphological deficit, naming speed deficit and orthographic deficit are three most dominant deficits among Cantonese-speaking dyslexics. DOI: 10.5353/th_b3621063 Subjects: Chinese language - Morphology Chinese language - Phonology Language awareness in children Dyslexic children
Book Synopsis Learning to Read across Languages and Writing Systems by : Ludo Th Verhoeven
Download or read book Learning to Read across Languages and Writing Systems written by Ludo Th Verhoeven and published by Cambridge University Press. This book was released on 2017-10-12 with total page 509 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines how children learn to read across seventeen languages and their orthographies. Each chapter discusses a different language in terms of its writing system, reading development, and implications for education. The editors' comprehensive introduction frames the key issues and the final chapter draws conclusions across the seventeen languages.
Book Synopsis Reading Development in Chinese Children by : Catherine McBride-Chang
Download or read book Reading Development in Chinese Children written by Catherine McBride-Chang and published by Bloomsbury Publishing USA. This book was released on 2003-12-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text reviews both similarities and unique cultural, linguistic, and script differences of Chinese relative to alphabetic reading, and even across Chinese regions. Chinese reading acquisition relies upon children's strongly developing analytic skills, as highlighted here. These 16 chapters present state-of-the-art research on diverse aspects of Chinese children's reading development. This edited volume presents research on Chinese children's reading development across Chinese societies. Authors from China, Hong Kong, Singapore, and Taiwan, among others, present the latest findings on how Chinese children learn to read. Reading acquisition in Chinese involves some parameters typically not encountered in some other orthographies, such as English. For example, Chinese readers in different regions might speak different, mutually unintelligible languages, be taught to read with or without the aid of a phonetic coding system, and learn different scripts. This book both implicitly and explicitly considers these and other contextual issues in relation to developmental and cognitive factors involved in Chinese literacy acquisition. One of the clearest themes to emerge from this volume is that, across regions, Chinese children, despite lack of explicit teaching of phonetic or semantic character components, learn to read largely by integrating visible print-sound and print-meaning connections. Rather than learning to read Chinese characters by rote, as is sometimes mistakenly believed, these children are analytic learners. Chapters in this book also cover such topics as Chinese children's reading comprehension, cognitive characteristics of good and poor readers, and reading strategies of bilingual and biscriptal readers. This book is a useful reference for anyone interested in understanding either developing or skilled reading of Chinese or for those interested in literacy learning across cultures.
Book Synopsis The Oxford Handbook of Chinese Psychology by : Michael Harris Bond
Download or read book The Oxford Handbook of Chinese Psychology written by Michael Harris Bond and published by . This book was released on 2010 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years China has witnessed unprecedented economic growth, emerging as a powerful, influential player on the global stage. Now, more than ever, there is a great interest and need within the West to better understand the psychological and social processes that characterize the Chinese people. The Oxford Handbook of Chinese Psychology is the first book of its kind - a comprehensive and commanding review of Chinese psychology, covering areas of human functioning with unparalleled sophistication and complexity. In 42 chapters, leading authorities cite and integrate both English and Chinese-language research in topic areas ranging from the socialization of children, mathematics achievement, emotion, bilingualism and Chinese styles of thinking to Chinese identity, personal relationships, leadership processes and psychopathology. With all chapters accessibly written by the leading researchers in their respective fields, the reader of this volume will learn how and why China has developed in the way it has, and how it is likely to develop. In addition, the book shows how a better understanding of a culture so different to our own can tell us so much about our own culture and sense of identity. A book of extraordinary breadth, The Oxford Handbook of Chinese Psychology will become the essential sourcebook for any scholar or practitioner attempting to understand the psychological functioning of the world's largest ethnic group.
Book Synopsis The Role of Phonological Awareness and Visual Skills in Learning to Read Chinese and English by : Hsiu-Shaung Huang
Download or read book The Role of Phonological Awareness and Visual Skills in Learning to Read Chinese and English written by Hsiu-Shaung Huang and published by . This book was released on 1993 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis INVESTIGATING COGNITIVE ABILIT by : Yujie Qi
Download or read book INVESTIGATING COGNITIVE ABILIT written by Yujie Qi and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Investigating Cognitive Abilities in Chinese Reading and Dictation: a Training and Correlation Study" by Yujie, Qi, 亓玉杰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This thesis examines the unique role of writing in reading and dictation as well as the common and unique cognitive abilities related to reading and dictation development among Chinese children. While it is generally accepted that phonological awareness is of critical importance for both reading and spelling in alphabetic languages (Goswami, 2000), writing seems to play an essential role in reading logographic Chinese. Recent correlation studies among young Chinese children (e.g., Tan et al., 2005) and training studies among adult second language learners of Chinese (e.g., Guan et al., 2011) showed that writing is closely related to the learning of Chinese characters. To further examine the underlying mechanism of the contribution of writing in learning Chinese characters, this thesis compared writing training with reading-only training (Study 1a) and with orthographic training (Study 1b) among Grade One primary school children in Mainland China. Study 1 provides evidence of strong but differential writing facilitation effects on the learning of Chinese characters in various aspects including reading and dictation ability. As the findings of Study 1 showed that writing facilitation effect was stronger on dictation performance than on reading performance, it is hypothesized that reading and dictation in Chinese are not like reading and spelling in alphabetic languages since Chinese has its own language-specific features. In order to verify this hypothesis and provide more evidence of how certain cognitive abilities contribute to reading and dictation separately, Study 2 examined the contributions of various aspects of cognitive abilities including non-verbal intelligence, orthographic awareness, phonological awareness, morphological awareness, visual-motor skills, and working memory, to reading and dictation ability among 126 primary school children of two groups (beginning readers and intermediate readers) in Mainland China. Commonalities as well as differences between reading and dictation were identified at different stages of learning. It is found that reading in Chinese depends heavily on phonological awareness, as the universal phonological principle (Perfetti et al., 1992) predicts, but dictation does not, quite unlike the situation in alphabetic languages. However, dictation in Chinese is found to rely more on cognitive abilities that involve some visual orthographic aspects of processing like orthographic awareness and writing skill. These findings have important theoretical as well as pedagogical implications for Chinese literacy development. The training study provides evidence in support of the important role of writing in learning Chinese, as well as the motor programming hypothesis of the writing facilitation effect (Tan et al., 2005). The findings of the correlation study further extend the lexical quality hypothesis (Perfetti, 2007) by showing that differential demands of the quality of lexical representations exist in reading and dictation in Chinese. Specifically, reading depends more on phonological lexical quality and dictation more on orthographic lexical quality. It is therefore proposed that writing practice should be encouraged among young native Chinese children. To better learn to read, phonological awareness should be enhanced, and to better learn to write to dictation, orthographic awareness should be emphasized, together with other
Book Synopsis Contemporary Perspectives on Reading and Spelling by : Clare Wood
Download or read book Contemporary Perspectives on Reading and Spelling written by Clare Wood and published by Routledge. This book was released on 2009-09-10 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.
Book Synopsis Phonological Awareness in Reading by : Diane J. Sawyer
Download or read book Phonological Awareness in Reading written by Diane J. Sawyer and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volumume prominent scholars from different cultural and linguistic backgrounds are brought together to review the empirical studies on the ability to reflect upon and manipulate the phonemic segments of speech, and to present their insights on the relationship of phonological aware- ness to the reading process.
Book Synopsis Biliteracy Development in Chinese and English by : Yang Luo
Download or read book Biliteracy Development in Chinese and English written by Yang Luo and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis ROLE OF VISUAL & ORTHOGRAPHIC by : Pun-Lok David Kwan
Download or read book ROLE OF VISUAL & ORTHOGRAPHIC written by Pun-Lok David Kwan and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Visual and Orthographic Skills in Reading Among Chinese Dyslexic Children" by Pun-lok, David, Kwan, 關本樂, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled The Role of Visual and Orthographic Skills in Reading among Chinese Dyslexic Children submitted by Kwan Pun Lok, David for the degree of Master of Philosophy at the University of Hong Kong in February 2004 The aims of the present studies were to investigate the importance of visual and orthographic skills in learning to read Chinese among average readers and the importance of these skills in explaining reading difficulties among Chinese dyslexic children. Study 1 examined the visual and orthographic skills of 289 Chinese average readers, ranging from grade 1 to grade 4. Results showed that visual and orthographic skills predicted reading only for younger readers at Grade 1 and 2. This pattern suggested that different reading strategies were used by children of different ages: younger readers tend to rely more on logographic word decoding which required more visual processing of graphemes, while elder readers rely more on analytic word decoding that requires less visual processing skills. In Study 2, 25 Chinese dyslexic children were compared with 35 chronological-age (CA) matched and 25 reading 2level (RL) matched readers on a variety of visual and orthographic tasks. The dyslexic children performed significantly worse than the CA group in both accuracy and speed measures of these tasks. In line with findings in Study 1, the correlation coefficients between reading and visual and orthographic accuracy scores and reading performance were not significant in both dyslexic and CA groups. On the other hand, visual and orthographic speed measures were significantly related to reading performance for both dyslexic and CA groups. We concluded that reading difficulties are related to processing speed problems, and there is an inclined importance of lower level visual skills in explaining reading skills. Study 3 examined the online reading performance of Chinese dyslexic readers using the eye tracking technique. 15 dyslexic children were compared with 30 chronological-age matched average readers on various eye movement parameters. Dyslexic children were found to have longer fixation duration and higher number of fixations, which were related to processing speed problems and the need to gain more information respectively. In addition, they were less efficient in making fixations on information regions and had more erratic scan orders while scanning through text. It is concluded that reading difficulties were related to visual and orthographic speed difficulties plus an over reliance of lower-level visual skills, and word decoding difficulties were in turn reflected in text reading difficulties. DOI: 10.5353/th_b2932596 Subjects: Chinese language - Transliteration Reading - Ability testing Word recognition Dyslexic children - China - Hong Kong
