Year: 2003
Type: article
Abstract: This study explored the ways Chinese children remember and decode characters. Thirty primary school children in two cities in China reported how they recognized and remembered individual characters. Of the ten strategy categories identified from the children's responses, three that analyzed character structure dominated. These three categories, as well as several others, emphasized visual processing rather than phonetic processing and suggest emphasis on visual perception. The first-, second-, and third-grade children readily divided characters into structural components and individual strokes. The study concludes that learning written Chinese engaged these children in using semiotic systems unique to their written code and distinct from those usually emphasized in English literacy learning. Interviewer: Is [the character] right or not? Child: No. Interviewer: How do you know that? Child: Because the end part of it shouldn't be this horizontal bar, but four dots. First Grade Student, China
Source: Journal of Literacy Research
Authors: Nancy Pine, Huang Ping'an, Huang Ren Song
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2098079374