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Title:Developmental Stages in Learning to Read Chinese Characters
Author(s):Chen, Xi
Doctoral Committee Chair(s):Anderson, Richard C.
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Psychology, Developmental
Abstract:The results of the dissertation support a three-stage model in learning to read Chinese. Preschoolers who just begin learning to read are in the first, visual stage. They remember the first words by relying on a few distinctive features. As early as kindergarten, children begin using phonological information. The ability to use the phonetic strategy and the analogy strategy develops simultaneously and improves as reading experience increases. By the second grade or even sometime earlier, children are in the phonetic stage in which they can use both phonological strategies reasonably well. Somewhere between second and fourth grade, children enter the orthographic stage, which is characterized by the use of consistency information contained in families of characters.
Issue Date:2004
Type:Text
Language:English
Description:91 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.
URI:http://hdl.handle.net/2142/79816
Other Identifier(s):(MiAaPQ)AAI3160871
Date Available in IDEALS:2015-09-25
Date Deposited:2004


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