Compensation for poor character learning: intact visual and phonetic strategies among Chinese children with dyslexia-Reference-Cited by-同舟云学术

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Compensation for poor character learning: intact visual and phonetic strategies among Chinese children with dyslexia

Published:2021-01-13 Issue:1 Volume:71 Page:127-149
ISSN:0736-9387
Container-title:Annals of Dyslexia
language:en
Short-container-title:Ann. of Dyslexia

Author:

Li Yixun,Hui Yi,Li Hong,Liu Xiangping

Funder

National Social Science Fund of China

The Ministry of Education of the People’s Republic of China

National Science Foundation

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Education

Link

https://link.springer.com/content/pdf/10.1007/s11881-020-00210-0.pdf

Reference30 articles.

1. Anderson, R. C., Li, W., & Ku, Y. M. (2003). Use of partial information in learning to read Chinese characters. Journal of Educational Psychology, 95(1), 52–57. https://doi.org/10.1037/0022-0663.95.1.52.

2. Beijing Language and Culture University Corpus Center (BCC). (n.d.) http://bcc.blcu.edu.cn

3. Chen, X., Anderson, R. C., Li, H., & Shu, H. (2014). Visual, phonological and orthographic strategies in learning to read Chinese. In Reading development and difficulties in monolingual and bilingual Chinese children (pp. 23–47). Springer, Dordrecht, Visual, Phonological and Orthographic Strategies in Learning to Read Chinese.

4. Chow, B. W. Y. (2019). Analytic character learning in Chinese children: Evidence from associative pseudocharacter learning paradigm. Educational Psychology, 39(2), 223–235. https://doi.org/10.1080/01443410.2018.1520202.

5. Ehri, L. C., & Wilce, L. S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 163–179. https://doi.org/10.2307/747753.

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