The characteristics of spelling difficulties for Chinese students-Reference-Cited by-同舟云学术

The characteristics of spelling difficulties for Chinese students

Published:2023-04-01 Issue:1 Volume:9 Page:27-47
ISSN:2199-4374
Container-title:Global Chinese
language:en
Short-container-title:

Author:

Zhao Ningning¹^ORCID,Li Yanhua²,Li Ping³,Zhong Kunlin¹,Desoete Annemie⁴,Zhang Qiuling¹

Affiliation:

1. Beijing Normal University/School of Chinese Language and Literature , Beijing , P.R. China

2. Shanghai Normal University/School of Education , Shanghai , P.R. China

3. Zhenneng Middle School , Shenzhen , P.R. China

4. Gent University/School of Psychology and Education , Gent , Belgium

Abstract

Abstract The study explored the characteristics of students with spelling difficulties in China. According to the international classification of diseases and related health problems Tenth Edition (ICD-10) on the spelling difficulties, there were 7 students with spelling difficulties (means of age = 107.71 months old) selected from total 146 students (means of age = 107.59 months old). The results showed that, spelling difficulties group had more no response errors than the typical speller group. And the SD group and TS group had the same patterns in the no response answers considering the orthographic structure. But the SD group could not make use of the implicitly orthographic structure for the detail while TS group could do. The results confirmed that the SD group had deficit in orthographic-phonographic connections and the information of orthographic structure might work in the whole characters level for SD group. It gave some suggestions for the impairment for the SD group.

Publisher

Walter de Gruyter GmbH

Subject

Linguistics and Language,Language and Linguistics

Link

https://www.degruyter.com/document/doi/10.1515/glochi-2023-0010/pdf

Reference57 articles.

1. Backman, Joan, Margaret Bruck, Martine Hebert & Mark S. Seidenberg. 1984. Acquisition and use of spelling sound correspondences in reading. Journal of Experimental Child Psychology 38(1). 114–133. https://doi.org/10.1016/0022-0965(84)90022-5.

2. Bradley, Lynette & Peter Bryant. 1985. Rhyme and reason in reading and spelling. Ann Arbor: The University of Michigan Press.

3. Caravolas, Markéta, Volín Jan & Charles Hulme. 2005. Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children. Journal of Experimental Child Psychology 92(2). 107–139.

4. Chen, Sau-Chin & In-mao Liu. 2000. Functional orthographic units in Chinese character recognition. Acta Psychologica Sinica 32. 13–20.

5. Chen, May Jane, Brendan S. Weekes, Dan-ling Peng & Lei Qin. 2006. Effects of semantic radical consistency and combinability on Chinese character processing. In Ping Li, Li Hai Tan, Elizabeth Bates & Ovid J. L. Tzeng (eds.), The handbook of East Asian psycholinguistics, 175–186. New York: Cambridge University Press.