Use of Partial Information in Learning To Read Chinese Characters.

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On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “In a related finding, R. C. Anderson et al. (2003) found second- and fourth-grade Chinese readers were able to make use of partial (i.e., subsyllabic) information in the phonetic to learn and remember the pronunciations of novel semantic–phonetic compound characters (see also discussion of the…”
A “Radical” Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals (2003, background): “…Approach to Reading Chinese Page 864 systematically in Chinese than in other orthographies, various studies have shown that children do rely on phonetic radicals for sound cues, even sometimes when phonetic radicals only provide partial information to pronunciation (e.g., Anderson et al., 2003).”