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Jin Xue; Junjing Zhuo; Juntong Cao; Heng Li; Min Chen; Xuancheng Pan – International Journal of Language & Communication Disorders, 2025
Purposes: The effect of intervening on narrative skills in Chinese-speaking school-age children with developmental language disorder (DLD) is underexplored. Methods: The aim of the present study was to investigate the effectiveness of narrative intervention on written narratives of Chinese children with and without DLD and to explore the potential…
Descriptors: Students with Disabilities, Language Impairments, Developmental Disabilities, Intervention
Shawn Hemelstrand; Brian W. L. Wong; Catherine McBride; Urs Maurer; Tomohiro Inoue – Scientific Studies of Reading, 2024
Purpose: We examined the effect of character complexity on early Chinese literacy (word reading and writing). We also investigated whether cognitive skills (phonological awareness, morphological awareness, and rapid automatized naming [RAN]) could moderate the influence of character complexity on literacy outcomes. Method: Our pre-registered study…
Descriptors: Foreign Countries, Elementary School Students, Chinese, Emergent Literacy
Panpan Yao; Xin Jiang; Xinwei Chen; Xingshan Li – Second Language Research, 2025
The present study explored the processing units of high-proficiency second language (L2) Chinese learners in on-line reading in an eye-tracking experiment. The critical aim was to investigate how learners segment continuous characters into words without the aid of word boundary demarcations. Based on previous studies, the embedded words of 2- and…
Descriptors: Second Language Learning, Language Proficiency, Reading, Eye Movements
Xia, Xinyi; Liu, Yanping; Yu, Lili; Reichle, Erik D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
The Chinese writing system is different from English in that individual words both comprise one to four characters and are not separated by clear word boundaries (e.g., interword spaces). These differences raise the question of how readers of Chinese know where to move their eyes to support efficient lexical processing? The widely accepted…
Descriptors: Chinese, Written Language, Eye Movements, Language Processing
Chenyi Zhang; Xiao Zhang; Gary E. Bingham; Liying Zhang – Early Education and Development, 2025
This study describes the early writing environments of 16 preschool classrooms in China and 155 Chinese preschoolers' early writing skills as assessed through name writing, word dictation, and early composing tasks. The classroom early writing environment consists of children's accessibility to writing materials, and teachers' writing instruction.…
Descriptors: Foreign Countries, Writing Skills, Preschools, Preschool Children
Kaltenegger, Sandra – Journal of Multilingual and Multicultural Development, 2023
Chinese is a highly complex language with internal variation unprecedented in most other languages. Yet, that does not mean Chinese is unique in the sense that it cannot be compared to other languages and new concepts need to be introduced for the description of it. This paper is dedicated to the question of how to apply the notion of…
Descriptors: Chinese, Language Variation, Sino Tibetan Languages, Contrastive Linguistics
Youxi Wang; Suke Duan; Guojie Ma; Wei Shen – Journal of Speech, Language, and Hearing Research, 2023
Purpose: Using the printed-word paradigm with eye tracking, this study conducted three experiments to examine (a) how multiple words in spoken overlapping ambiguity strings (OASs) are activated, (b) how word frequency influences the word segmentation of spoken OASs, and (c) whether the multiple words in spoken OASs are activated competitively or…
Descriptors: College Students, Foreign Countries, Chinese, Eye Movements
Wen XU; Garth Stahl – Journal of Language, Identity, and Education, 2025
This paper illustrates how spaces were created for children from culturally and linguistically diverse backgrounds to emotionally engage in traditional Chinese literacy practices in a primary school in Sydney, Australia. The ethnographic data allow insight into how ordinary activities organised around character tracing and writing can…
Descriptors: Literacy, Chinese, Written Language, Orthographic Symbols
Tereza Švarcová – Language Learning Journal, 2024
The purpose of this study was to explore the reasons for low retention rates among students in the Chinese classes in upper secondary education in the Czech Republic. The principal research question was whether Chinese characters were the main reason why many students decided to stop attending their Chinese classes. Semi-structured interviews with…
Descriptors: Dropout Rate, Second Language Learning, Second Language Instruction, Chinese
Ge Song – Journal of Multilingual and Multicultural Development, 2024
Chinatowns in Canada and the United States are marked by cultural hybridity, where the translation of various types, verbal and non-verbal, takes place to produce distinct urban meanings. On the basis of an ethnographic observation, this article reveals the role of translation in the signification and imagination of Chinatowns. Cultural diaspora…
Descriptors: Foreign Countries, Immigrants, Cross Cultural Studies, Chinese Americans
Tang, Gladys; Li, Qun; Li, Jia; Yiu, Chris K.-M. – American Annals of the Deaf, 2023
The literacy development of d/Deaf and hard of hearing (d/Dhh) children has always been a matter of grave concern among educators, and grammatical knowledge is said to constitute a major component such development. The present article reports on a study that examined the development of Chinese grammar among groups of d/Dhh and hearing children who…
Descriptors: Chinese, Grammar, Deafness, Hearing Impairments
Hsiang, Tien Ping; Graham, Steve; Wang, Zhisheng; Wang, Chuang; Skar, Gustaf B. – Reading and Writing: An Interdisciplinary Journal, 2022
The current study examined how Chinese characters were taught by primary grade teachers in Macao during online instruction resulting from the COVID-19 pandemic (i.e., emergency remote instruction). A random sample of 313 first to third grade teachers in public and private schools were surveyed about their instructional practices. Most teachers…
Descriptors: Foreign Countries, Chinese, Orthographic Symbols, Written Language
Hsiang, Tien Ping; Graham, Steve; Wang, Zhisheng; Gong, Yang – Technology, Knowledge and Learning, 2021
In language arts programs in the Greater China Region, textbooks are the primary materials used to teach children to read and write. Learning to read and write in Chinese is particularly challenging because elementary grade students are expected to learn, recognize, and write thousands of characters (the basic linguistic unit in Chinese).…
Descriptors: Foreign Countries, Chinese, Orthographic Symbols, Teaching Methods
Wei Zhou; Veronica P. Y. Kwok; Mengmeng Su; Jin Luo; Li Hai Tan – npj Science of Learning, 2020
Communications through electronic devices require knowledge in typewriting, typically with the pinyin input method in China. Yet, the over utilization of the pronunciation-based pinyin input method may violate the traditional learning processes of written Chinese, which involves abundant visual orthographic analysis of characters and repeated…
Descriptors: Foreign Countries, Preadolescents, Chinese, Alphabets
Jiazhou Yao; Marianne Turner – International Journal of Bilingual Education and Bilingualism, 2024
Interest in formal Nuosu Yi language programmes has been waning in Liangshan, China, even though Nuosu Yi continues to be widely spoken among Yi residents. In this paper, we adopt Hornberger (2004. "The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice." "International Journal of Bilingual…
Descriptors: Literacy Education, Bilingual Education Programs, Second Language Learning, Native Language