Use of orthographic knowledge in reading by Chinese-English Bi-scriptal children
Publication in refereed journal

香港中文大學研究人員

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摘要We tested Chinese-English bi-scriptal fourth-graders on reading aloud and comprehension in Chinese and English and their understanding of some structural principles underlying Chinese orthography. These principles concern phonological and semantic representation in written Chinese. Regressions showed that knowledge about phonological representation predicted reading aloud in both Chinese and English. Understanding of semantic representation predicted reading comprehension only in Chinese. To explain these findings, we argue that although young readers find it natural to interpret orthography as representation of sound in either script, looking for broad meaning cues in orthography is more spontaneous in Chinese than English reading. The present findings support the notion that children generally attempt to extract as much phonological and semantic information as possible directly from print in reading, although in many situations, such information provides only very rough cuing on word pronunciation and meaning.
著者Cheung H, Chan M, Chong K
期刊名稱Language Learning
出版年份2007
月份9
日期1
卷號57
期次3
出版社BLACKWELL PUBLISHING
頁次469 - 505
國際標準期刊號0023-8333
語言英式英語
關鍵詞bi-scriptal reading; Chinese characters; novel object labeling; orthographic processing; phonological representation; reading Chinese; reading comprehension; semantic representation
Web of Science 學科類別Education & Educational Research; EDUCATION & EDUCATIONAL RESEARCH; Linguistics; LINGUISTICS

上次更新時間 2020-30-09 於 00:07