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CHINESE ADULT READERS: A PSYCHOLING...

TIEN, SU-O LIN.

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CHINESE ADULT READERS: A PSYCHOLINGUISTIC AND TRANSACTIONAL STUDY OF THE READING PROCESS IN CHINESE, WITH COMPARISON TO ENGLISH.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	CHINESE ADULT READERS: A PSYCHOLINGUISTIC AND TRANSACTIONAL STUDY OF THE READING PROCESS IN CHINESE, WITH COMPARISON TO ENGLISH./
作者:	TIEN, SU-O LIN.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1983,
面頁冊數:	273 p.
附註:	Source: Dissertation Abstracts International, Volume: 44-06, Section: A, page: 1746.
Contained By:	Dissertation Abstracts International44-06A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8315514

CHINESE ADULT READERS: A PSYCHOLINGUISTIC AND TRANSACTIONAL STUDY OF THE READING PROCESS IN CHINESE, WITH COMPARISON TO ENGLISH.
TIEN, SU-O LIN.

CHINESE ADULT READERS: A PSYCHOLINGUISTIC AND TRANSACTIONAL STUDY OF THE READING PROCESS IN CHINESE, WITH COMPARISON TO ENGLISH. - Ann Arbor : ProQuest Dissertations & Theses, 1983 - 273 p.

Source: Dissertation Abstracts International, Volume: 44-06, Section: A, page: 1746.

Thesis (Ph.D.)--Michigan State University, 1983.

This study examined and compared the reading behavior of readers of English and readers of Chinese using two Western theories of reading, Kenneth Goodman's psycholinguistic model and Louise Rosenblatt's transactional theory of the literary work, to determine if the processes involved in reading an alphabetical and a non-alphabetical writing system are the same or different. Two empirical research projects were set up for this purpose.Subjects--Topical Terms:

2122756
Reading instruction.

CHINESE ADULT READERS: A PSYCHOLINGUISTIC AND TRANSACTIONAL STUDY OF THE READING PROCESS IN CHINESE, WITH COMPARISON TO ENGLISH.
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245 1 0 $a CHINESE ADULT READERS: A PSYCHOLINGUISTIC AND TRANSACTIONAL STUDY OF THE READING PROCESS IN CHINESE, WITH COMPARISON TO ENGLISH.
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300 $a 273 p.
500 $a Source: Dissertation Abstracts International, Volume: 44-06, Section: A, page: 1746.
502 $a Thesis (Ph.D.)--Michigan State University, 1983.
520 $a This study examined and compared the reading behavior of readers of English and readers of Chinese using two Western theories of reading, Kenneth Goodman's psycholinguistic model and Louise Rosenblatt's transactional theory of the literary work, to determine if the processes involved in reading an alphabetical and a non-alphabetical writing system are the same or different. Two empirical research projects were set up for this purpose.
520 $a Study I, utilizing the framework of the Goodman/Burke Reading Miscue Inventory (1972), investigated how readers used their phonological, syntactic and semantic systems while reading. Ten adult Chinese readers were selected from students at Michigan State University and asked to read Lu Syun's short story "Medicine" in Chinese. Their taped readings were analyzed according to the RMI procedures and then compared to the findings reported by Blair (1977), Jensen (1972) and Devine (1980).
520 $a Study II focused on the experiential aspects of the reading process. It involved a quantitative analysis of ten readers' response statements using the Purves-Beach (1972) coding system, and a qualitative analysis of five individual readers' protocols. Rosenblatt's transactional theory served as a guiding principle for examining the readers' performances. The same readers served as subjects in both studies. In Study II, the readers were asked to comment on what they read both during and after their reading and the results were analyzed in comparison to relevant studies done with English readers (e.g. Pollock, 1972).
520 $a Some conclusions reached in Study I and Study II are: (1) There are no fundamental differences between readers of English and Chinese as far as the basic reading process is concerned. (2) The Chinese differ from their English counterparts in that their substitution miscues show less graphic and sound similarity to the text items. (3) The miscues of Chinese readers with high graphic similarity tend to show high semantic acceptability scores. (4) Chinese readers produced a set of miscues which are high both in graphic similarity and semantic acceptability, but very low in sound similarity. (5) Perception is the dominant mode of response made by Chinese readers, followed by Interpretation, Self-involvement and Evaluation. (6) Qualitative analysis of individual readers' protocols demonstrates that reading a literary text is an unique experience for each individual reader. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI.
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