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Teng, Xiaochun; Yamada, Jun – Reading and Writing: An Interdisciplinary Journal, 2017
The pedagogical and theoretical questions addressed in this study relate to the extent to which native Japanese readers with little or no knowledge of Chinese characters recognize Chinese characters that are viewed as abbreviations of the kanji they already know. Three graphic similarity functions (i.e., an orthographically acceptable similarity,…
Descriptors: Japanese, Chinese, Second Language Instruction, Teaching Methods
Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Meissel, Kane – Reading and Writing: An Interdisciplinary Journal, 2014
It has been observed in Japanese children learning to read that there is an early and rapid shift from exclusive reading of hiragana as syllabograms to the dual-use convention in which some hiragana also represent phonemic elements. Such rapid initial learning appears contrary to the standard theories of reading acquisition that require…
Descriptors: Japanese, Second Language Learning, Phonemics, Reading Instruction