Developmental Stages in Learning to Read Chinese Characters

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Chen, Xi

Contributors dc:contributor

• Anderson, Richard C.

• Psychology, Developmental

Language dc:language

eng

Identifier

(MiAaPQ)AAI3160871

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79816