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Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese
Zhou, Lulin Duff, Fiona J. Hulme, Charles
Zhou, Lulin
Duff, Fiona J.
Hulme, Charles
Abstract
We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children’s subsequent attempts to learn to read the words. Teaching the pronunciations of words helps children to learn to read those same words, and teaching the pronunciations and meanings improves learning still further. These results provide evidence that both phonological and semantic knowledge are causal influences on learning to read words aloud in Chinese. It appears that learning to read words in Chinese may entail a greater reliance on mappings from orthography to semantics than learning to read words in alphabetic orthographies.
Keywords
Date
2015
Type
Journal article
Journal
Scientific Studies of Reading
Book
Volume
19
Issue
6
Page Range
409-418
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled