{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79816"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79816","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Developmental Stages in Learning to Read Chinese Characters","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. 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