Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters

By J. Packard, Xi Chen, Wenling Li, Xinchun Wu, J. Gaffney, Hong Li, Richard C. Anderson. 2006

140 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/678e21a0ebf0e440cd77ab645989a42238e75ae0

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. P. D. Liu
4. Catherine McBride
5. A. Wong
6. Xi Chen
7. Hongyun Liu
8. Hong Li

In Education

1. Hua Shu
2. C. McBride-Chang
3. P. D. Liu
4. A. Wong
5. Xi Chen
6. Hong Li
7. Catherine McBride
8. Hongyun Liu

In Statistics and Probability

1. C. McBride-Chang
2. P. D. Liu
3. Catherine McBride
4. Hua Shu
5. A. Wong
6. Xi Chen
7. Hongyun Liu
8. Hong Li

Citations in the corpus

• What Is Morphological Awareness? Tapping Lexical Compounding Awareness in Chinese Third Graders. (2010, background): “In previous research, explicit instruction on word morphology was found to be effective in facilitating children’s literacy development in both English (for a review, see Carlisle, 2007) and Chinese (e.g., Nagy et al., 2002; Packard et al., 2006).”
• A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children (2013, unknown): “Scientific Studies of Reading, 17:257–285, 2013 Copyright © 2013 Society for the Scientific Study of Reading ISSN: 1088-8438 print/1532-799X online DOI: 10.1080/10888438.2012.689791 A Meta-Analysis of Morphological Interventions in English: Effects on Literacy Outcomes for School-Age Children Amanda”
• Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study (2009, background): “In an extension of this study, Packard et al. (2006) investigated the effects of the one-year intervention targeting the semantic information in characters on learning to write characters among Chinese first graders.”
• How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children (2017, background): “Learning Chinese characters often requires rote memorisation because the relationship between a character and its pronunciation is largely arbitrary (Packard et al., 2006).”
• Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese (2011, background): “As Packard et al. (2006) observed, reading and writing might be associated without having a causal relationship, instead linked through some third variable, such as cognitive ability (e.g., orthographic knowledge, phonological memory, etc.), which affects both skills independently .”
• Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children (2012, background): “(e.g., Chow, McBride-Chang, Cheung, & Chow, 2008; Packard et al., 2006; Wu et al., 2009) suggest that it is important to consider children’s morphological awareness at the word, in addition to the previously recognized character (e.”