The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese

Reading and Writing

Volumn 21, Issue 5, 2008, Pages 559-586

  Leong, Che Kan ^a,b   Ho, Man Koon ^b  

^a UNIVERSITY OF SASKATCHEWAN   (Canada)

^b CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Blueprint of the Reader; Chinese language and reading comprehension; Lexical knowledge; Poor language and reading comprehenders; Written protocol analyses

Indexed keywords

EID: 44349093677     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-007-9113-7     Document Type: Article

References (59)

1. Anderson, R. C., Li, W., Ku, Y.-M., Shu, H., & Wu, N. (2003). Use of partial information in learning to read Chinese characters. Journal of Educational Psychology, 95, 52-57.
2. Aro, M., & Wimmer, H. (2003). Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24, 621-635.
3. Bauer, L. (1983). English word formation. Cambridge: Cambridge University Press.
4. Chao, Y. R. (1968). A grammar of spoken Chinese. Berkeley, CA: University of California Press.
5. Chen, X., & Kao, H. S. R. (2002). Visual-spatial properties and orthographic processing of Chinese characters. In H. S. R. Kao, C. K. Leong, & D.-G. Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 175-194). Hong Kong: Hong Kong University Press.
6. Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual-route and parallel-distributed-processing approaches. Psychological Review, 100, 589-608.
7. Denckla, M. B., & Cutting, L. E. (1999). History and significance of rapid automatized naming. Annals of Dyslexia, 49, 29-42.
8. Denckla, M. B., & Rudel, R. G. (1974). Rapid "Automatized" Naming of pictured objects, colors, letters and numbers by normal children. Cortex, 10, 186-202.
9. Fletcher, J. M. (2006). Measuring reading comprehension. Scientific Studies of Reading, 10, 323-330.
10. Fodor, J. A. (1983). Modularity of mind: An essay in faculty psychology. Cambridge, MA: MIT Press.
11. Gao, D.-G., & Kao, H. S. R. (2002). Psycho-geometric analysis of commonly used Chinese characters. In H. S. R. Kao, C. K. Leong, & D.-G. Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 195-206). Hong Kong: Hong Kong University Press.
12. Hendrikson, A. E., & White, P. O. (1964). Promax: A quick method for rotation to oblique simple structure. British Journal of Statistical Psychology, 17, 65-70.
13. Ho, M. K. (2006). [The ability of secondary Chinese language teachers in differentiating, describing, and correcting errors in compositions]. Education Journal, 34, 115-131. [in Chinese].
14. Ho, C. S-H., Chan, D. W., Chung, K. K. H., Lee, S.-H., & Tsang, S.-M. (2007). In search of subtypes of Chinese developmental dyslexia. Journal of Experimental Child Psychology, 97, 61-83.
15. Ho, C. S.-H., Chan, D. W.-O., Lee, S.-H., Tsang, S.-M., & Luan, V. H. (2004). Cognitive profiling and preliminary subtyping in Chinese developmentl dyslexia. Cognition, 91, 43-75.
16. Ho, C. S.-H., Chan, D. W.-O., Tsang, S.-M., & Lee, S.-H. (2000). The Hong Kong test of specific learning difficulties in reading and writing. Hong Kong: Hong Kong Specific Learning Difficulties Research Team.
17. Hong Kong Census, & Statistics Department (2006). 2006 population by-census. Hong Kong: Hong Kong SAR Government.
18. Hurley, J. R., & Cattell, R. B. (1962). The Procrustes Program: Producing direct rotation to test a hypothesized factor structure. Behavioral Science, 7, 258-262.
19. James, C. (1998). Errors in language learning and use. New York: Longman.
20. Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49, 294-303.
21. Kintsch, W., & Kintsch, E. (2005). Comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 71-92). Mahwah, NJ: Erlbaum.
22. Landi, N., Perfetti, C. A., Bolger, D. J., Dunlap, S., & Foorman, B. R. (2006). The role of discourse context in developing word form representations: A paradoxical relation between reading and learning. Journal of Experimental Child Psychology, 94, 114-133.
23. Leong, C. K. (1997). Paradigmatic analysis of Chinese word reading: Research findings and classroom practices. In C. K. Leong & R. M. Joshi (Eds.), Cross-language studies of learning to read and spell: Phonological and orthographic processing (pp. 379-417). Dordrecht: Kluwer Academic Publishers.
24. Leong, C. K. (1999). What can we learn from dyslexia in Chinese? In I. Lundberg, F. E. Tønnessen, & I. Austad (Eds.), Dyslexia: Advances in theory and practice (pp. 117-139). Dordrecht: Kluwer Academic Publishers.
25. Leong, C. K., Hau, K. T., Tse, S. K., & Loh, K. Y. (2007). Component skills of text comprehenders in less competent Chinese comprehenders. Annals of Dyslexia, 57, 75-97.
26. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
27. Manis, F. R., Seidenberg, M. S., & Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second grades. Scientific Studies of Reading, 3, 129-157.
28. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
29. McBride-Chang, C., & Kail, R. V. (2002). Cross-cultural correlations in the prediction of reading acquisition. Child Development, 73, 1392-1407.
30. Miller Guron, L. (2000). The wordchains test. London: NFER Nelson Publishing Company.
31. Miller, J., & Schwanenflugel, P. J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology, 98, 839-853.
32. Oakhill, J., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443-468.
33. Packard, J. L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge: Cambridge University Press.
34. Packard, J. L., Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H., & Anderson, R. C. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing: An Interdisciplinary Journal, 19, 457-487.
35. Perfetti, C. A. (2000). Comprehending written language: A blue blueprint of the reader. In C. M. Brown & P. Hagoort. (Eds.), The neurocognition of language (pp. 167-208). Oxford, UK: Oxford University Press.
36. Perfetti, C. A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7, 3-24.
37. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189-213). Amsterdam: John Benjamins.
38. Perfett, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skills. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227-247). Oxford, UK: Blackwell.
39. Perfetti, C. A., & Liu, Y. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems. Reading and Writing: An Interdisciplinary Journal, 18, 193-210.
40. Perfetti, C. A., Liu, Y., & Tan, L.-H. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In H. S. R. Kao, C. K. Leong, & D.-G. Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35-60). Hong Kong: Hong Kong University Press.
41. Powell, D., Stainthorp, R., Stuart, M., Garwood, H., & Quinlan, P. (2007). An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98, 46-68.
42. Scalise, S. (1988). Inflection and derivation. Linguistics, 26, 561-581.
43. Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
44. Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122-133.
45. Shuy, T. R., McCardle, P., & Albro, E. (Eds.). (2006). Reading comprehension assessment [Special issue]. Scientific Studies of Reading, 10(3).
46. Stahl, S. A., & Hiebert, E. H. (2005). The "word factors": A problem for reading comprehension assessment. In S. G. Paris & S. A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 161-186). Mahwah, NJ: Erlbaum.
47. Tan, L. H., Spinks, J. A., Eden, G. F., Perfetti, C. A., & Siok, W. T. (2005). Reading depends on writing, in Chinese, Proceedings of the National Academy of Sciences, USA, June 14, 102(24), 8781-8785.
48. Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second- to fifth-grade children. Scientific Studies of Reading, 1, 161-185.
49. Tse, S. K., Shum, S. K., Miu, K. O., & Ki, W. W. (2001). Errors in mapping out essay topics and language expressions. Hong Kong: Hong Kong University Press. [in Chinese].
50. Tzeng, O. J. L. (2002). Current issues in learning to read Chinese. In W. Li, J. S. Gaffney, & J. L. Packard (Eds.), Chinese children's reading acquisition: Theoretical and pedagogical issues (pp. 3-15). Dordrecht: Kluwer Academic Publishers.
51. Van den Bos, K. P., Zijlstra, B. J. H., & Spelberg, H. C.l. (2002). Life-span data on continuous-naming speeds of numbers, letters, colors, and pictured objects, and word-reading speed. Scientific Studies of Reading, 6, 25-49.
52. Wang, L. (1985). Zhōngguó xiàndài yǔfǎ [Modern Chinese grammar]. Beijing: Shangwu Yinshuguan.
53. Wang, Y. (1997). The composition and meaning of Chinese characters and words. In D. L. Peng, H. Shu, & H.-C. Chen (Eds.), Cognitive research on Chinese language (pp. 34-64). Shandong, China: Shandong Education Publishing.
54. Wang, M., Cheng, C., & Chen, S.-W. (2006). Contribution of morphological awareness to Chinese-English biliteracy acquisition. Journal of Educational Psychology, 98, 542-553.
55. Yin, W. G., & Weekes, B. S. (2003). Dyslexia in Chinese: Clues from cognitive neuropsychology. Annals of Dyslexia, 53, 255-279.
56. Yu, B. L., Zhang, S. L., & Pan, Y. J. (1997). Effects of stroke type on identification of upright and tilted Chinese characters. Acta Psychologica Sinica, 29, 23-28. (in Chinese).
57. Zhong guo guo jia yu wei [Chinese National Language Committee] (1998). Xun xi chu li yong GB13000.1 zi fu ji: Hanzi bu jian gui fan [Information processing using GR13000.1 character symbol anthology: Hanzi bujian analyses]. Beijing: Beijing Language Institute Press.
58. Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.
59. Ziegler, J. C., Tan, L. H., Perry, C., & Montant, M. (2000). Phonology matters: The phonological frequency effect in written Chinese. Psychological Science, 11, 234-238.