The Role of Character Components in Reading Chinese

Reading Development in Chinese Children

Volumn , Issue , 2003, Pages 73-79

  Ko, Hwawei ^a   Wu, Chia Feng ^b  

^a NATIONAL CENTRAL UNIVERSITY   (Taiwan)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85184106258     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (7)

1. Feldman, L. B., & Siok, W. W. (1997). The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 776-781.
2. Ho, C. S.-H., & Bryant, P. (1997). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32, 276-289.
3. Huang, I.I.-S., & Hanley, R. (1994). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 73-98.
4. Ko, H. W., & Tzeng, O. J. L. (2000). The role of phonological awareness in a phonetically opaque script. Studies in the Linguistic Sciences, 30, 119-132.
5. Leek, K. J., Weekes, B. S., & Chen, M. J. (1995). Visual and phonological pathways to the lexicon: Evidence from Chinese readers. Memory and Cognition, 23, 468-476.
6. McBride-Chang, C., & Ho, C. S.-H. (2000). Developmental issues in Chinese children’s character acquisition. Journal of Educational Psychology, 92, 50-55.
7. Shu, H., & Anderson, R. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32, 78-89.