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Is Chinese Special? Four Aspects of Chinese Literacy Acquisition That Might Distinguish Learning Chinese from Learning Alphabetic Orthographies
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McBride, Catherine Alexandra – Educational Psychology Review, 2016
Some aspects of Chinese literacy development do not conform to patterns of literacy development in alphabetic orthographies. Four are highlighted here. First, semantic radicals are one aspect of Chinese characters that have no analogy to alphabetic orthographies. Second, the unreliability of phonological cues in Chinese along with the fact that…
Descriptors: Chinese, Language Acquisition, Alphabets, Orthographic Symbols
Commentary: Letter-Name Values in Reading and Spelling.
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Durrell, Donald D. – Reading Research Quarterly, 1980
Provides information concerning the value of letter names in the teaching of reading and spelling. Presents specific discussions about the importance of letter names to prereading phonics abilities, the phonemic values in letter names, and the use of letter names in word analysis, semantic word recognition, and semantic spelling. (MKM)
Descriptors: Beginning Reading, Elementary Education, Letters (Alphabet), Phoneme Grapheme Correspondence
Evaluation of a Program to Teach Phonemic Awareness to Young Children.
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Byrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1991
A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)
Descriptors: Alphabets, Beginning Reading, Comparative Analysis, Control Groups