Component Skills as Predictors of Chinese Reading Proficiency in Primary School Children

Chen, May Jane; Wong, Alice Su Chu

doi:10.1080/00207599108246849

Cited by 13 publications

(8 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, if with advanced reading skill they start to treat compound characters as single units, then the orthographic complexity of the processing unit increases and the referent pool becomes vastly larger. This account is supported by past studies that suggest that as more characters are learned, skilled Chinese readers do not decode characters primarily via their phonological representations but gain direct access to the lexicon by orthographic representations (e.g., Chen, 2003;Ju & Jackson, 1995;Shu & Anderson, 1997;Yeh & Li, 2002). This developmental pattern would also explain why RAN tasks shared more of their variance with orthographic processing in grade 4 than in grade 2.…”

Section: Discussionsupporting

confidence: 49%

Rapid naming speed and Chinese character recognition

2007

View full text Add to dashboard Cite

We examined the relationship between rapid naming speed (RAN) and Chinese character recognition accuracy and fluency. Sixty-three grade 2 and 54 grade 4 Taiwanese children were administered four RAN tasks (colors, digits, Zhu-Yin-Fu-Hao, characters), and two character recognition tasks. RAN tasks accounted for more reading variance in grade 4 than in grade 2, and graphological RAN tasks accounted for more reading variance than RAN Colors. After controlling for age, nonverbal intelligence, phonological sensitivity, short-term memory, and orthographic processing, RAN tasks were significant predictors of character recognition fluency in grade 2, and of both accuracy and fluency in grade 4.

show abstract

Section: Discussionsupporting

confidence: 49%

Rapid naming speed and Chinese character recognition

2007

View full text Add to dashboard Cite

show abstract

“…M. J. Chen and Wong (1991) and M. J. Chen, Lau, and Yung (1993) showed that syntactic skills accounted for a substantial amount of variance in Chinese reading among Grade 3 to Grade 5 children in Hong Kong.…”

Section: Skills Important To Text Reading In Chinesementioning

confidence: 98%

Reading and Spelling Chinese Among Beginning Readers: What Skills Make a Difference?

Yeung

Chik

et al. 2011

Scientific Studies of Reading

141

146

View full text Add to dashboard Cite

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading Correspondence should be sent to

show abstract

“…As reviewed above, Chinese is usually referred to an impoverished system of grammatical morphology (Li, Bates, & MacWhinney, 1993). Chen and Wong (1991), and Chen, Lau, and Yung (1993) showed that syntactic skills accounted for a substantial amount of variance in Chinese reading among Grade 3 to Grade 5 children in Hong Kong. So and Siegel (1997) showed that their oral cloze task which assessed children's understanding of acceptable word order in the absence of print was a strong predictor of word recognition in Grades 1 to 4.…”

Section: Text-level Reading Related Skillsmentioning

confidence: 99%

The core components of reading instruction in Chinese

Wong

Yeung

et al. 2011

Read Writ

View full text Add to dashboard Cite

The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for three years since Grade 1. The findings showed that the Tier 1 intervention was effective in enhancing the literacy and cognitive-linguistic skills of children in the Program school. The positive effects were maintained at the end of Grade 2. Progress in both word-level and text-level cognitive-linguistic skills predicted significantly progress in reading comprehension. Based on the present findings, the four core reading components in Chinese were proposedoral language, morphological awareness, orthographic skills, and syntactic skills. Comparing the Big Five in English and the four core components in Chinese reflects different cognitive demands for reading diverse orthographies.

show abstract

Component Skills as Predictors of Chinese Reading Proficiency in Primary School Children

Cited by 13 publications

References 21 publications

Rapid naming speed and Chinese character recognition

Rapid naming speed and Chinese character recognition

Reading and Spelling Chinese Among Beginning Readers: What Skills Make a Difference?

The core components of reading instruction in Chinese

Contact Info

Product

Resources

About