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AN EXPLORATION OF THE DEVELOPMENT OF...

CHI, MARILYN MEI-YING.

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AN EXPLORATION OF THE DEVELOPMENT OF EARLY LITERACY IN CHINESE-SPEAKING CHILDREN (TAIWAN).

Record Type:	Electronic resources : Monograph/item
Title/Author:	AN EXPLORATION OF THE DEVELOPMENT OF EARLY LITERACY IN CHINESE-SPEAKING CHILDREN (TAIWAN)./
Author:	CHI, MARILYN MEI-YING.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1986,
Description:	213 p.
Notes:	Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2488.
Contained By:	Dissertation Abstracts International47-07A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8618764

AN EXPLORATION OF THE DEVELOPMENT OF EARLY LITERACY IN CHINESE-SPEAKING CHILDREN (TAIWAN).
CHI, MARILYN MEI-YING.

AN EXPLORATION OF THE DEVELOPMENT OF EARLY LITERACY IN CHINESE-SPEAKING CHILDREN (TAIWAN). - Ann Arbor : ProQuest Dissertations & Theses, 1986 - 213 p.

Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2488.

Thesis (Ph.D.)--The Ohio State University, 1986.

The purpose of this study was to investigate the early literacy learning process of Chinese-speaking children in terms of the pat- terns and strategies of early writing/spelling and reading, including their use of Chinese orthographic cues.Subjects--Topical Terms:

532624
Language arts.

AN EXPLORATION OF THE DEVELOPMENT OF EARLY LITERACY IN CHINESE-SPEAKING CHILDREN (TAIWAN).
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008 190424s1986 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI8618764
035 $a AAI8618764
040 $a MiAaPQ $c MiAaPQ
100 1 $a CHI, MARILYN MEI-YING. $3 3341447
245 1 3 $a AN EXPLORATION OF THE DEVELOPMENT OF EARLY LITERACY IN CHINESE-SPEAKING CHILDREN (TAIWAN).
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1986
300 $a 213 p.
500 $a Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2488.
502 $a Thesis (Ph.D.)--The Ohio State University, 1986.
520 $a The purpose of this study was to investigate the early literacy learning process of Chinese-speaking children in terms of the pat- terns and strategies of early writing/spelling and reading, including their use of Chinese orthographic cues.
520 $a Nineteen Chinese-speaking children from ages of three to six were randomly selected from four elementary schools and pre- schools in Taipei, Taiwan, the Republic of China. They were videotaped in a natural setting to perform a series of simple tasks--uninterrupted writing, dictated writing of isolated words, reading isolated words, and reading a story book.
520 $a Possible lexical cues inherent in Chinese orthography were ini- tially determined by the researcher. Through a conceptual analysis method the subjects' oral and written protocols were used to develop taxonomies. The Reading Miscue Inventory was adapted to analyze the children's oral reading. The frequency and percentages of chil- dren's responses provided a means for comparison within patterns and among situations and ages.
520 $a Major findings are: (1) Young Chinese children employ a set of identifiable visual rules, i.e., the number of strokes, the number of components, spatial composition of components, stroke contrast by feature, character contrast by strokes, and the manner of stroke attachment, to construct characters in writing/spelling and to test characters in word recognition without any formal instruction; (2) they develop their own systems that are not conventional but are logical and identifiable; (3) the early invented writing in Chinese and English is first dominated by visual features of script, then develop- ment of phonetic features occurs; (4) development in early writing across writing systems progresses from global to more differentia- ted features of script, but does not progress in a 'perfect' linear sequence; (5) Chinese children utilize semantic, visual, pragmatic, and phonetic strategies simultaneously in reading and writing; (6) the use of the phonetic strategy by Chinese-speaking children is different from its use by English-speaking children. Chinese-speaking children utilize phonemic symbols, i.e., , , , etc., to spell out the sound of a character, and/or to use a homonym; and (7) Chinese-speaking children pair writing/spellings with global visual features, while English-speaking children pair spellings with a hierarchy of articulatory features. (Abstract shortened with permission of author.).
590 $a School code: 0168.
650 4 $a Language arts. $3 532624
690 $a 0279
710 2 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 47-07A.
790 $a 0168
791 $a Ph.D.
792 $a 1986
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8618764