Response Errors in Reading Chinese Characters: A Developmental and Sociocontextual Perspective

Reading Development in Chinese Children

Volumn , Issue , 2003, Pages 81-89

  Li, Hui ^a  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 17144382576     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (7)

1. Elkind, D. (2001). Much Too Early. Education Matters, 1, 9-15.
2. Ho, C. S.-H., & Bryant, P. (1997). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32, 276-290.
3. Ho, C. S.-H., & Ma, N. L. (1999). Training in phonological strategies improves Chinese dyslexic children’s character reading skills. Journal of Research in Reading, 22, 131-142.
4. Ke, H. W. (1994). An analysis on children’s misunderstanding of characters: Investigation of their approaches to Chinese literacy (in Chinese). In Taiwan Primary School Teachers Association (Ed.), Study on the Chinese Language Curriculum and Textbooks of Primary School (Taipei, pp. 29-35). Taipei: Taiwan Educational Association.
5. Li, H. (2000). Contributors to Chinese literacy development: A longitudinal study of preschoolers in Beijing, Hong Kong, and Singapore. Unpublished Ph.D. thesis of the Faculty of Education, University of Hong Kong.
6. Li, H., & Rao, N. (2000). Parental influences on Chinese literacy development: A comparison of preschoolers in Beijing, Hong Kong, and Singapore. International Journal of Behavioral Development, 24, 82-90.
7. Read, C., Zhang, Y., Nie, H., & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic spelling. Cognition, 24, 31-44.