Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6.
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| Title: | Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6. |
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| Authors: | Guan, Connie Qun (AUTHOR), Fraundorf, Scott H. (AUTHOR), Perfetti, Charles A. (AUTHOR) |
| Source: | Annals of Dyslexia. Jul2020, Vol. 70 Issue 2, p220-242. 23p. 6 Charts, 5 Graphs. |
| Subjects: | Children with dyslexia, Pattern recognition systems, Personality development, Random effects model, Phonological awareness, Chinese language, Orthography & spelling, Consonants |
| Abstract: | In light of the dramatic growth of Chinese learners worldwide and a need for a cross-linguistic research on Chinese literacy development, this study investigated (a) the effects of character properties (i.e., orthographic consistency and transparency) on character acquisition, and (b) the effects of individual learner differences (i.e., orthographic awareness and phonological awareness) on character recognition. Chinese native-speaking children (over N = 100 for each of grade 1 to 6) completed a lexical decision task. Crossed random effects models suggested (a) character-level orthographic and phonological effects contributed to character recognition development in an asymptotic way from grade 1 to 6, with a moderate effect at earlier ages of acquisition and a stronger facilitation after grade 3; (b) child-level effects of orthographic awareness and character-reading level contributed to all types of characters; (c) the interaction between orthographic consistency and orthographic awareness grew more pronounced among typically developing children progressively from grade 1 to grade 6; and (d) this interaction of character- and child-level factors was not significantly associated with literacy development among children with poor reading skills. We discuss theoretical and practical implications for character development among typically and nontypically developing children. [ABSTRACT FROM AUTHOR] |
| Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In light of the dramatic growth of Chinese learners worldwide and a need for a cross-linguistic research on Chinese literacy development, this study investigated (a) the effects of character properties (i.e., orthographic consistency and transparency) on character acquisition, and (b) the effects of individual learner differences (i.e., orthographic awareness and phonological awareness) on character recognition. Chinese native-speaking children (over N = 100 for each of grade 1 to 6) completed a lexical decision task. Crossed random effects models suggested (a) character-level orthographic and phonological effects contributed to character recognition development in an asymptotic way from grade 1 to 6, with a moderate effect at earlier ages of acquisition and a stronger facilitation after grade 3; (b) child-level effects of orthographic awareness and character-reading level contributed to all types of characters; (c) the interaction between orthographic consistency and orthographic awareness grew more pronounced among typically developing children progressively from grade 1 to grade 6; and (d) this interaction of character- and child-level factors was not significantly associated with literacy development among children with poor reading skills. We discuss theoretical and practical implications for character development among typically and nontypically developing children. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07369387 |
| DOI: | 10.1007/s11881-020-00191-0 |
