Development of Orthographic Knowledge and Its Relationship with Reading and Spelling among Chinese Kindergarten and Primary School Children

Reading Development in Chinese Children

Volumn , Issue , 2003, Pages 51-71

  Ho, Connie Suk Han ^a   Yau, Pamela Wing Yi ^b   Au, Agnes ^c  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

^b CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

^c JAMES COOK UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85184117570     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (62)

1. Aaron, P. G., Wilczynski, S., & Keetay, V. (1998). The anatomy of word-specific memory. In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 403-432). London: Erlbaum.
2. Bruck, M., & Waters, G. (1990). Effects of reading skill on component spelling skills. Applied Psycholinguistics, 11, 425-437.
3. Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a three-year longitudinal study. Journal of Memory and Language, 45, 751-774.
4. Chan, L. (1996). Children learn to read and write Chinese analytically. Unpublished doctoral dissertation, University of London.
5. Chan, L., & Louie, L. (1992). Developmental trend of Chinese preschool children in drawing and writing. Journal of Research in Childhood Education, 6, 93-99.
6. Chan, L., & Nunes, T. (1998). Children’s understanding of the formal and functional characteristics of written Chinese. Applied Psycholinguistics, 19, 115-131.
7. Chen, M. J., & Weekes, B. S. (1997, August). Semantic consistency and character recognition. Paper presented at the International Symposium on Cognitive Processes of the Chinese Language, Hong Kong.
8. Chen, Y. P. (1993). Word recognition and reading in Chinese. Unpublished doctoral dissertation, University of Oxford.
9. Chen, Y. P., & Allport, D. A. (1995). Attention and lexical decomposition in Chinese word recognition: Conjunctions of form and position guide selective attention. Visual Cognition, 2, 235-268.
10. Chen, Y. P., Allport, D. A., & Marshall, J. C. (1996). What are the functional orthographic units in Chinese word recognition: The stroke or the stroke pattern? Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 49, 1024-1043.
11. Cheng, C. M., & Huang, H. M. (1995). The acquisition of general lexical knowledge of Chinese characters in school children. Paper presented at the Seventh International Conference on the Cognitive Processing of Chinese and Other Asian Languages, Hong Kong.
12. Chi, M. M. (1988). Invented spelling/writing in Chinese-speaking children: The developmental patterns. National Reading Conference Yearbook, 37, 285-296.
13. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual-route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.
14. Cunningham, A. E., & Stanovich, K. E. (1991). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. Unpublished manuscript, University of California, Berkeley.
15. Ehri, L. C. (1991). The development of reading and spelling in children: An overview. In M. J. Snowling & M. Thomson (Eds.), Dyslexia: Integrating theory and practice (pp. 63-79). London: Whurr.
16. Ehri, L. C. (1997). Learning to read and learning to spell are one and the same, almost. In C. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory and practice (pp. 237-269). Mahwah, NJ: Erlbaum.
17. Ellis, N. C., & Cataldo, S. (1990). The role of spelling in learning to read. Language and Education, 4, 1-28.
18. Fan, H. Y. (1986). Some discussion on the orthography of modern Chinese characters. Paper presented at the National Conference of Chinese Character Research, China. (In Chinese.)
19. Fang, S. P., Horng, R. Y., & Tzeng, O. J. L. (1986). Consistency effects in the Chinese character and pseudo-character naming tasks. In H. S. R. Kao & R. Hoosain (Eds.), Linguistics, psychology, and the Chinese language (pp. 11-21). Hong Kong: Centre of Asian Studies, University of Hong Kong.
20. Feldman, L. B., & Siok, W. W. T. (1997). The role of component function in visual recognition of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 776-781.
21. Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall, & M. Coltheart (Eds.), Surface dyslexia (pp. 301-330). London: Erlbaum.
22. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hove, UK: Erlbaum.
23. Gough, P. B., Juel, C., & Griffith, P. L. (1992). Reading, spelling, and the orthographic cipher. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 35-48). Hillsdale, NJ: Erlbaum.
24. Henderson, L., & Chard, J. (1980). The reader’s implicit knowledge of orthographic structure. In U. Frith (Ed.), Cognitive processes in spelling. London: Academic.
25. Ho, C. S.-H., & Bryant, P. (1997a). Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32, 276-289.
26. Ho, C. S.-H., & Bryant, P. (1997b). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946-951.
27. Ho, C. S.-H., Ng, T.-T., & Ng, W.-K. (in press). A “radical” approach to reading development in Chinese: The role of semantic radicals and phonetic radicals. Journal of Literacy Research
28. Ho, C. S.-H., Wong, W.-L., & Chan, W.-S. (1999). The use of orthographic analogies in learning to read Chinese. Journal of Child Psychology and Psychiatry, 40, 393-403.
29. Hoosain, R. (1991). Psycholinguistic implications for linguistic relativity: A case study of Chinese. Hillsdale, NJ: Erlbaum.
30. Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 73-98.
31. Huang, H. S., & Hanley, J. R. (1997). A longitudinal study of phonological awareness, visual skills, and Chinese reading acquisition among first-graders in Taiwan. International Journal of Behavioural Development, 20, 249-268.
32. Juel, C., Griffith, P., & Gough, P. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.
33. Lazo, M. G., Pumfrcy P. D., & Peers, I. (1997). Metalinguistic awareness, reading, and spelling: Roots and branches of literacy. Journal of Research in Reading, 20, 85-104.
34. Li, H., & Chen, H.-C. (1997). Processing of radicals in Chinese character recognition. In H.-C. Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 141-160). Hong Kong: Chinese University Press.
35. Li, J., Fu, X., & Lin, Z. (2000). Study on the development of Chinese orthographic regularity in school children. Acta Psychologica Sinica, 32, 121-126.
36. Lu, W. H. (1992). Children’s developing metalinguistic awareness of properties of Chinese characters. Unpublished master’s thesis. College of Education, University of Iowa.
37. Lu, W. H., & Jackson, N. R. (1993). Children’s developing metalinguistic awareness of properties of Chinese characters. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans.
38. Mann, V. A., Tobin, P., & Wilson, R. (1987). Measuring phonological awareness through the invented spellings of kindergarten children. Merrill-Palmer Quarterly, 33, 365-391.
39. Mason, M. (1975). Reading ability and letter search times: Effects of orthographic structure defined by single-letter positional frequency. Journal of Experimental Psychology: General, 104, 146-166.
40. McBride-Chang, C. (1998). The development of invented spelling. Early Education and Development, 9, 147-160.
41. Meng, X., Shu, H., Zhou, X., & Luo, X. (2000). Character production and recognition in Chinese processing: A comparative study between poor readers and normal readers of fourth grade. Acta Psychologica Sinica, 32, 133-138.
42. Miao, X. C., & Sang, X. (1991). A further study on semantic memory for Chinese words. Psychological Science, 1, 6-9.
43. Nelson, H. E. (1980). Analysis of spelling errors in normal and dyslexic children. In U. Frith (Ed.), Cognitive processing in spelling (pp. 475-493). London: Academic.
44. Read, C. (1971). Pre-school children’s knowledge of English phonology. Harvard Educational Review, 41, 1-34.
45. Read, C. (1975). Children’s categorizations of speech sounds in English. Urbana, IL: National Council of Teachers of English.
46. Read, C. (1986). Children’s creative spelling. London: Routledge & Kegan Paul.
47. Seidenberg, M. S. (1985). The time course of phonological code activation in two writing systems. Cognition. 19, 1-30.
48. Shen, H. H., & Bear, D. R. (2000). Development of orthographic skills in Chinese children. Reading and Writing: An Interdisciplinary Journal, 13, 197-236.
49. Shu, H., & Anderson, R. C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32, 78-89.
50. Shu, H., & Anderson, R. C. (1999). Learning to read Chinese: The development of metalinguistic awareness. In J. Wang, A. W. Inhoff, & H.-C. Chen (Eds.), Reading Chinese script: A cognitive analysis (pp. 1-18). Mahwah, NJ: Erlbaum.
51. Stanovich, K. E., West R. F., & Cunningham, A. E. (1992). Beyond phonological processes: Print exposure and orthographic processing. In S. A, Brady & D, Shankweiler (Eds.), Phonological processes in literacy (pp. 219-235). Hillsdale, NJ: Erlbaum.
52. Sterling, C. (1992). Introduction to the psychology of spelling. In C. M. Sterling & C. Robson (Eds.), Psychology, spelling and education (pp. 1-14). Philadelphia: Multi-lingual Matters.
53. Treiman, R. (1985). Phonemic analysis, spelling and reading. In T. Carr (Ed.), New directions for child development: The development of reading skills (Vol. 27, pp. 5-18). San Francisco: Jossey-Bass.
54. Treiman, R. (1993). Beginning to spell: A study of first-grade children. New York: Oxford University Press.
55. Treiman, R. (1994). Use of consonant letter names in beginning spelling. Developmental Psychology, 30, 567-580.
56. Treiman, R. (1997). Spelling in normal children and dyslexics. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 191-218). Mahwah, NJ: Erlbaum.
57. Tzeng, O, J. L., Lin, Z. H., Hung, D. L., & Lee, W. L. (1995). Learning to be a conspirator: A tale of becoming a good Chinese reader. In B. Gelder & J. Morais (Eds.), Speech and reading: A comparative approach (pp. 227-244). Hove, UK: Erlbaum.
58. Vellutino, F. R., Scanlon D. M., & Tanzman, M. S. (1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 279-332). Baltimore: Brookes.
59. Wagner, R. K., & Barker, T. A. (1994). The development of orthographic processing ability. In V. W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 176-243). Dordrecht, The Netherlands: Kluwer Academic Publishers.
60. Wang, C., & Peng, D. (2000). The role of semantic transparencies in the processing of compound words. Acta Psychologica Sinica, 32, 127-132.
61. Zhang, J. J., Zhang, H. C., & Peng, D. L. (1990). The recovery of the meaning of Chinese characters in the classifying process. Acta Psychological Sinica, 22, 139-144.
62. Zhu, Y. P. (1987). Analysis of cueing functions of the phonetic in modern China. Unpublished paper, East China Normal University. (In Chinese.)