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Analytic versus Holistic Recognition of Chinese Words among L2 Learners
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Jiang, Nan; Hou, Fengyun; Jiang, Xin – Modern Language Journal, 2020
In studying the relationship between word recognition and reading development, a distinction is made between analytic and holistic processing of words. These strategies are often assessed in a length effect in an alphabetic language or in a stroke-number effect in a logographic language. Analytical processing is associated with a robust length or…
Descriptors: Word Recognition, Reading Processes, Holistic Approach, Reading Strategies
Investigating Word Segmentation of Chinese Second Language Learners
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Yang, Shuyi – Reading and Writing: An Interdisciplinary Journal, 2021
Language-specific features necessitate certain processes and skills in reading. The visually unmarked between-word boundaries in written Chinese render it critical that readers be able to segment words in the continuous texts. It may pose challenges for second language (L2) readers whose first language (L1) is word-spaced. In light of the lack of…
Descriptors: Phonemes, Second Language Learning, Second Language Instruction, Reading Comprehension
Enhancing Poor Readers' Reading Comprehension Ability through Word Semantic Knowledge Training
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Dong, Yang; Chow, Bonnie Wing-Yin; Wu, Sammy Xiao-ying; Zhou, Jian-Dong; Zhao, Ya Man – Reading & Writing Quarterly, 2021
Word semantic knowledge (WSK) is crucial to the development of one's reading comprehension ability. A total of 608 students (208 poor readers in the experimental group and 200 poor readers in the control group one, and 200 typical readers in control group 2) from grade 4 participated in this study. Selected reading ability assessments were…
Descriptors: Reading Difficulties, Reading Skills, Reading Comprehension, Semantics
Identification of Sub-Types of Students with Learning Disabilities in Reading and Its Implications for Chinese Word Recognition and Instructional Methods in Hong Kong Primary Schools
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Ho, Fuk-chuen; Siegel, Linda – Reading and Writing: An Interdisciplinary Journal, 2012
This paper consists of three studies. The first study aimed to identify sub-types of students with learning disabilities in reading. Based on the dual-route model of reading, words may be read using either a lexical (words are recognized as wholes) or a sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure. Castles…
Descriptors: Foreign Countries, Chinese, Word Recognition, Learning Disabilities
Developmental Models of Learning to Read Chinese Words
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Tong, Xiuli; McBride-Chang, Catherine – Developmental Psychology, 2010
What is the nature of learning to read Chinese across grade levels? This study tested 199 kindergartners, 172 second graders, and 165 fifth graders on 12 different tasks purportedly tapping constructs representing phonological awareness, morphological awareness, orthographic processing, and subcharacter processing. Confirmatory factor analyses…
Descriptors: Models, Phonological Awareness, Word Recognition, Foreign Countries
Second Language Reading and Vocabulary Learning.
Huckin, Thomas, Ed.; And Others – 1995
This book contains 14 essays on reading and vocabulary learning in second language acquisition. Chapters include: "Research on ESL/EFL Vocabulary Acquisition: Putting It in Context" (James Coady); "Implications for L2 Vocabulary Acquisition and Instruction From L1 Vocabulary Research" (Fredricka Stoller and William Grabe); "Patterns and Perils of…
Descriptors: Chinese, Context Clues, Decoding (Reading), English (Second Language)