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The developmental trend of orthographic awareness in Chinese preschoolers
Qian, Yi1,2; Song, Yao-Wu3; Zhao, Jing1,2; Bi, Hong-Yan1
2015-04-01
Source PublicationREADING AND WRITING
ISSN0922-4777
SubtypeArticle
Volume28Issue:4Pages:571-586
AbstractThe present study explored the developmental trend of orthographic awareness in Chinese-speaking preschoolers. A total of 184 children between 3 and 5 years of age participated in the study. Two developmental patterns of orthographic awareness were obtained. One pattern was dependent on a traditional Chinese orthographic hierarchy, with a sequence of writing system specificity, radical, whole character, radical combination rules, and stroke. Three-year-olds fully understood the writing-system-specific features of Chinese characters, and could distinguish characters from alphabetic scripts and drawings; the average accuracy was > 80 %. Five-year-olds were able to distinguish radicals from numbers, as well as regard non-characters with rotated radicals and missing radicals as illegal; the average accuracy was 87 %. At 5 years of age, children could detect whole character rotated non-characters with an average accuracy of 78 %, but were not proficient in identifying non-characters with absent strokes (the average accuracy was 69 %). The 5-year-old children did not know well about radical combination rules; the average accuracy was 67 %. The other pattern was associated with violation means of non-characters, which could be characterized as progressing from form types, to spatial formats, and finally to combination conventions. Children grasped legal form types of scripts (Chinese characters and radicals) at 3 years of age, with an average accuracy approaching 80 %. Five-year-old children detected illegal spatial characteristics of characters, such as up-down reversal, with an average accuracy of 78 %. However, children were unable to understand radical combination conventions even at 5 years of age; average accuracy was 67 %.
KeywordOrthographic awareness Chinese Preschool children Reading development Emergent literacy
Indexed BySSCI
Language英语
WOS IDWOS:000350695800008
Citation statistics
Cited Times:7[WOS]   [WOS Record]     [Related Records in WOS]
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/13415
Collection中国科学院行为科学重点实验室
Affiliation1.Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing 100101, Peoples R China
2.Univ Chinese Acad Sci, Beijing 100049, Peoples R China
3.Hebei Univ, Coll Educ, Baoding 071002, Hebei, Peoples R China
Recommended Citation
GB/T 7714
Qian, Yi,Song, Yao-Wu,Zhao, Jing,et al. The developmental trend of orthographic awareness in Chinese preschoolers[J]. READING AND WRITING,2015,28(4):571-586.
APA Qian, Yi,Song, Yao-Wu,Zhao, Jing,&Bi, Hong-Yan.(2015).The developmental trend of orthographic awareness in Chinese preschoolers.READING AND WRITING,28(4),571-586.
MLA Qian, Yi,et al."The developmental trend of orthographic awareness in Chinese preschoolers".READING AND WRITING 28.4(2015):571-586.
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