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Chen, Xi; Ku, Yu-Min; Koyama, Emiko; Anderson, Richard C.; Li, Wenling – Journal of Psycholinguistic Research, 2008
This study investigated the phonological awareness of 219 first, second, and fourth grade Cantonese-speaking children from the south of China, who received immersion Mandarin instruction beginning in the first grade. Children received onset, rime and tone awareness tasks in Cantonese and Mandarin. Children performed better on the Cantonese onset…
Descriptors: Phonology, Phonological Awareness, Rhyme, Factor Analysis
Peer reviewed
Ku, Yu-Min; Anderson, Richard C. – Reading and Writing: An Interdisciplinary Journal, 2003
Investigates the development of morphological awareness in Chinese and English. Indicates that morphological awareness develops with grade level and is strongly related to reading ability. Notes that Chinese students' acquisition of derivational morphology seems to lag behind that of compounding rules, which might reflect the nature of Chinese…
Descriptors: Chinese, Elementary Education, English, Grade 2
Peer reviewed
Anderson, Richard C.; Li, Wenling; Ku, Yu-Min; Shu, Hua; Wu, Ningning – Journal of Educational Psychology, 2003
Investigates whether children can use partial information to learn the pronunciations of Chinese characters. Children learned to pronounce more regular characters, which contain full information about pronunciation, and more tone-different and onset-different characters, which contain partial information about pronunciation, than characters with…
Descriptors: Children, Chinese, Elementary Education, Foreign Countries