The developmental trend of orthographic awareness in Chinese preschoolers

The developmental trend of orthographic awareness in Chinese preschoolers The 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 %. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The developmental trend of orthographic awareness in Chinese preschoolers

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Publisher
Springer Netherlands
Copyright
Copyright © 2014 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-014-9538-8
Publisher site
See Article on Publisher Site

References

  • Modelling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement
    Boets, B; Wouters, J; Wieringen, A; Smedt, B; Ghesquière, P
  • Use of orthographic knowledge in reading by Chinese-English bi-scriptal children
    Cheung, H; Chan, M; Chong, K
  • Cognitive profiles of Chinese adolescents with dyslexia
    Chung, KKH; Ho, CSH; Chan, DW; Tsang, SM; Lee, SH
  • Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from kindergarten to fifth grade
    Costa, HC; Perdry, H; Soria, C; Pulgar, S; Cusin, F; Dellatolas, G
  • Development of spatial and temporal vision during childhood
    Ellemberg, D; Lewis, TL; Hong Liu, C; Maurer, D

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