Properties of school Chinese: implications for learning to read.

By Hua Shu, X. Chen, Richard C. Anderson, N. Wu, Yue Xuan. Child Development, 2003

598 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2197ecf88d3840a68a81a08ca96b4994377ab9a0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. C. McBride-Chang
2. Hua Shu
3. Xi Chen
4. E. Geva
5. X. Tong
6. A. Wong
7. Hongyun Liu
8. Hong Li

In Statistics and Probability

1. C. McBride-Chang
2. Hua Shu
3. Xi Chen
4. Hongyun Liu
5. E. Geva
6. A. Wong
7. X. Tong
8. Hong Li

Citations in the corpus

• Chinese character acquisition and visual skills in two Chinese scripts (2005, background): “In Chinese, those constructs are phonological awareness (Ho & Bryant, 1997; Hu & Catts, 1998; McBride-Chang & Ho, 2000; McBride-Chang & Kai1, 2002) and naming speed (e.g., Ho & Lai, 1999; Hu & Catts, 1998; Shu, Meng, & Lai, 2003 ).”
• Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes. (2004, methodology): “Second, using arguments from signal detection theory, Smith (1973b) concluded that a two stage decoding process (orth phon, phon sem) would be too slow to support automatic, rapid reading, and that skilled reading must rely on direct access.”
• Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “Learning to read is a process underpinned by a variety of cognitive and metalinguistic skills (Adams, 1990; Ziegler & Goswami, 2005) and its route is shaped by the characteristics of a given writing system (e.g., Bialystok, Majumder, & Martin, 2003; Frith, Wimmer, & Langerl, 1998) and specific educa”
• Chinese Children's Character Recognition: Visuo-Orthographic, Phonological Processing and Morphological Skills. (2012, background): “Several studies have established this relation previously (e.g. Ho 16 LI, SHU, MCBRIDE-CHANG, LIU and PENG Copyright r 2010 UKLA 302 & Lai, 1999; Shu et al., 2003).”
• A “Radical” Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals (2003, background): “Shu et al. (2003) have also suggested that children develop semantic radical awareness at an early age because of the high transparency, high frequency and large family size of semantic radicals.”
• Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling (2020, background): “Moreover, characters introduced in the 1st or 2nd grade, although with fewer strokes, are typically less regular and less transparent but foundational characters often used to compose compound characters encountered in later grades (Shu et al., 2003).”
• Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition (2009, background): “Sound-based errors constituted a mere 3% and 5% (for Time 1 and Time 2, respectively) of the total number of errors, underlining the fact that phonological cues for Chinese word reading are relatively unreliable (Shu et al., 2003).”
• Use of Partial Information in Learning To Read Chinese Characters. (2003, background): “The pronunciation of about 28% of the 2,570 characters in school Chinese is entirely arbitrary (Shu, Chen, Anderson, Wu, & Xuan, 2002).”
• Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study (2009, background): “First, the information about meaning embodied in Chinese characters and words tends to be obvious and reliable (see Shu, Chen, Anderson, Wu, & Xuan, 2003 ).”
• The role of compound awareness in Chinese children’s vocabulary acquisition and character reading (2009, methodology): “Because no standardized reading tests were available in Chinese, we designed a character reading test by selecting characters according to their first appearances in the standard Chinese language textbooks used in primary schools ( Shu, Chen, Anderson, Wu, & Xuan, 2003 ).”
• Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness (2007, background): “Thus, in mainland China, children are required to gain mastery of around 1,045 characters by the end of Grade 2, and of almost 2,570 characters by Grade 6 ( Shu, Chen, Anderson, Wu & Xuan, 2003 ).”