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Orthographic variation and reading a...

Yang, Yu-Fen,

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Orthographic variation and reading acquisition /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Orthographic variation and reading acquisition // Yu-Fen Yang.
作者:	Yang, Yu-Fen,
面頁冊數:	1 electronic resource (168 pages)
附註:	Source: Dissertations Abstracts International, Volume: 54-04, Section: A.
Contained By:	Dissertations Abstracts International54-04A.
標題:	Literacy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9226585
ISBN:	9798208056776

Orthographic variation and reading acquisition /
Yang, Yu-Fen,

Orthographic variation and reading acquisition /Yu-Fen Yang. - 1 electronic resource (168 pages)

Source: Dissertations Abstracts International, Volume: 54-04, Section: A.

The purposes of the present study are to provide experimental evidence for the relationship between orthographic variation and reading acquisition. Several major positions are investigated in the present study. Smith's reading theory (1982) that readers must read directly for meaning just as Chinese readers do contradicts the results of the forced-choice task in which Chinese readers do attend to phonetic cues with third and fourth graders attending more and first and second graders attending less. In the linguistic argument between Li and Thompson (1982) and DeFrancis (1984), Li and Thompson propose that Chinese characters convey no apparent phonological information, whereas DeFrancis asserts that Chinese characters consist of 97 percent phonetic/semantic compounds with only 3 percent pure picture writing. The finding that first graders detect most errors in homophones and fourth graders detect most errors in phonetic/semantic compounds seems to indicate that Li and Thompson's viewpoint is appropriate for Chinese readers who are learning characters initially and DeFrancis's view is more appropriate at a later stage. Coulmas's linguistic theory of writing contains three forms: form (1) sound constructed by virtue of meaning, form (2) phonologically mediated reading, and form (3) a combination of (1) and (2). The readers in these studies use form (1) when they begin learn to read the Chinese characters. Results of the error detection task indicate this as first graders are not confused by sound-alike characters and detect the most errors in homophones. Form (3) seems more appropriate for skilled readers, since the skill to use both semantic and phonetic cues requires of readers abundant linguistic knowledge. The evidence that readers use form (3), again, derives from the results of the error detection task, in which fourth graders detect the most errors in phonetic/semantic compounds instead of in either word shape or homophones.

English

ISBN: 9798208056776Subjects--Topical Terms:

528342
Literacy.
Subjects--Index Terms:

Chinese

Orthographic variation and reading acquisition /
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520 $a The purposes of the present study are to provide experimental evidence for the relationship between orthographic variation and reading acquisition. Several major positions are investigated in the present study. Smith's reading theory (1982) that readers must read directly for meaning just as Chinese readers do contradicts the results of the forced-choice task in which Chinese readers do attend to phonetic cues with third and fourth graders attending more and first and second graders attending less. In the linguistic argument between Li and Thompson (1982) and DeFrancis (1984), Li and Thompson propose that Chinese characters convey no apparent phonological information, whereas DeFrancis asserts that Chinese characters consist of 97 percent phonetic/semantic compounds with only 3 percent pure picture writing. The finding that first graders detect most errors in homophones and fourth graders detect most errors in phonetic/semantic compounds seems to indicate that Li and Thompson's viewpoint is appropriate for Chinese readers who are learning characters initially and DeFrancis's view is more appropriate at a later stage. Coulmas's linguistic theory of writing contains three forms: form (1) sound constructed by virtue of meaning, form (2) phonologically mediated reading, and form (3) a combination of (1) and (2). The readers in these studies use form (1) when they begin learn to read the Chinese characters. Results of the error detection task indicate this as first graders are not confused by sound-alike characters and detect the most errors in homophones. Form (3) seems more appropriate for skilled readers, since the skill to use both semantic and phonetic cues requires of readers abundant linguistic knowledge. The evidence that readers use form (3), again, derives from the results of the error detection task, in which fourth graders detect the most errors in phonetic/semantic compounds instead of in either word shape or homophones.
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