Phonetic awareness: Knowledge of orthography–phonology relationships in the character acquisition of Chinese children.

By Hua Shu, Richard C. Anderson, N. Wu. 2000

204 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3b2e1d685321d5ba50a631598a7651d29f47ff79

How researchers see this paper

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In Developmental and Educational Psychology

1. E. Geva
2. Xi Chen
3. Min Wang
4. Alexandra Gottardo
5. Linda Siegel
6. D. Share
7. Penny Chiappe
8. Hong Li

In Education

1. E. Geva
2. Min Wang
3. Xi Chen
4. D. Share
5. Linda Siegel
6. Alexandra Gottardo
7. Penny Chiappe
8. Wenling Li

Citations in the corpus

• Simple View of Reading in Chinese: A One-Stage Meta-Analytic Structural Equation Modeling (2020, background): “…that phonological processing (phonological awareness and RAN; Ho & Bryant, 1997; Shu et al., 2008; Song et al., 2016), orthographic awareness (e.g., Shu et al., 2000; Siok & Fletcher, 2001; Yang et al., 2013), and morphological awareness (e.g., McBride-Chang et al., 2003; Wu et al., 2009) are…”
• On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “The overwhelming majority of Chinese words are represented by compounds containing elements indicating meaning (the radical) and sound (phonetic).”
• Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts (2006, background): “Most Chinese characters contain semantic radicals that are associated with meaning, and phonetic radicals that are associated with the sound of the character (Ho & Bryant, 1997; Shu et al., 2000).”
• Spelling performance of Chinese children using English as a second language: Lexical and visual–orthographic processes (2003, background): “In Mainland China, children learn Pinyin during the first 10 weeks of the first grade (6–7 years) before beginning to read and write Chinese characters (Shu & Anderson, 1997; Shu et al., 2000).”
• Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters (2006, background): “Previous studies on Chinese children learning to read (Anderson, Li, Ku, Shu, & Wu, 2002; Chen, Shu, Wu, & Anderson, 2003; Nagy et al., 2002; Shu & Anderson, 1997, 1998; Shu, Anderson, & Wu, 2000 ) have sought to determine whether orthographic structure and word morphology could be highlighted in s”