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Descriptors:
Morphemes; Kindergarten; Semantics; Grade 2; Grade 1; Role; Morphology (Languages); Metalinguistics; Chinese; Native Language; Longitudinal Studies; Identification; Developmental Stages; Case Studies; Elementary School Students; Asians

Abstract:
The research reported in this paper investigated the effects of semantic relatedness of words (closely related vs. distantly related) and morpheme type (free morpheme vs. bound morpheme) on young Chinese children's homophone awareness, an aspect of morphological awareness, in two experiments. The first experiment was a cross-sectional study including 39 children in a beginning kindergarten class, 39 children in an intermediate kindergarten class, and 36 children in a senior kindergarten class. The second experiment was a 7-month longitudinal study involving 43 first graders and 50 second graders at the beginning of the study. In both experiments, the children judged whether orally presented words shared the same morpheme or contained homophonous morphemes. The results suggest that homophone awareness emerges in Chinese children in the kindergarten years. Children's morpheme identification is facilitated by the semantic proximity of words that share a morpheme, and awareness of free morphemes is developed before that of bound morphemes. Furthermore, although semantic relatedness is the most prominent factor in kindergarten, its effect varies as a function of morpheme type in the early primary grades. Our research sheds light on the developmental course of morphological awareness and the factors that influence it. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; English (Second Language); Grade 6; Verbs; Nouns; Chinese; Grade 2; Grade 4; College Students; Psycholinguistics; Language Processing; Second Language Learning; Comparative Analysis

Abstract:
Knowledge of compound word structures in Chinese and English was investigated, comparing 435 Chinese and 258 Americans, including second, fourth, and sixth graders, and college undergraduates. As anticipated, the results revealed that Chinese speakers performed better on a word structure analogy task than their English-speaking counterparts. Also, as anticipated, speakers of both languages performed better on noun + noun and verb + particle compounds, which are more productive in their respective languages than noun + verb and verb + noun compounds, which are less productive. Both Chinese and English speakers performed significantly better on novel compounds than on familiar compounds, most likely because familiar compounds are lexicalized and do not invite decomposition into constituents. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Logical Thinking; Interpersonal Relationship; Discussion Groups; Preschool Children; Classrooms; Cognitive Development; Social Influences; Children; Intervals; Child Development; Grade 4; Elementary School Students; Peer Relationship

Abstract:
This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age M = 10.0, SD = 0.6). Use of analogy was found to spread among the children in discussion groups and occur at an accelerating rate, primarily because of the increasing use of novel analogies. Relational analogies with shared surface features triggered purely relational analogies during the next 2 speaking turns, showing a trend of relational shift. These results provide distinctive new evidence for the importance of social interaction in an aspect of cognitive development. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Phonemes; Monolingualism; Foreign Countries; Grade 2; Grade 1; Bilingualism; Phonology; Kindergarten; Elementary School Students; Second Language Learning; Language Patterns; Linguistic Theory; Transfer of Training

Abstract:
Drawing on structural sensitivity theory, the current study investigated monolingual and bilingual children's ability to learn how phonemes combine to form acceptable syllables in a new language. A total of 186 monolingual and bilingual kindergarteners, first graders, and second graders in Taiwan participated in the study. Bilingual children, regardless of whether they actively used a second language at home or simply had exposure to it, showed an advantage over their monolingual peers in learning the phonological patterns in the new language. The study provides empirical support for structural sensitivity theory and calls for the need to reconceptualize the effects of early bilingualism. (Contains 1 figure and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Persuasive Discourse; Essays; Cultural Differences; Social Attitudes; Cooperation; Writing Assignments; Elementary School Students; Cross Cultural Studies; Foreign Countries; Rhetoric; Cultural Influences; Group Discussion; Thinking Skills; Reflection

Abstract:
This study investigated the influence of culture and discussion participation on rhetorical patterns in the reflective essays of 238 Korean and 196 American 4th-graders. Results showed significant differences between Korean children's essays and American children's essays in types of reasons, uses of argument elements, and uses of rhetorical forms; but no difference in organizational structure. The effects of free-flowing collaborative discussions on children's essays interacted with culture. After participating in a series of discussions, Korean children made larger gains than American children in use of elements of argumentative discourse. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scaffolding (Teaching Technique); Group Discussion; Discussion (Teaching Technique); Small Group Instruction; Prompting; Discourse Analysis; Influences; Teacher Influence; Elementary School Students; Grade 4; Gender Differences; Racial Differences; Academic Achievement; Student Behavior; Classroom Communication

Abstract:
The influence of one teacher's scaffolding moves on children's performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiated by the teacher's moves. A complex system of influence among discussion participants was documented in which the teacher's moves had delayed effects as well as immediate effects, indirect as well as direct effects, and reciprocal instead of unidirectional effects. Some children appropriated scaffolding moves of the teacher and began to spontaneously employ the moves in later discussions. (Contains 1 note, 6 tables, and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Intervention; Grade 1; Reading Instruction; Written Language; Literacy; Diagnostic Teaching; Tutoring; At Risk Students; Reading Improvement; Chinese; Academic Achievement; Reading Tests; Scores; Foreign Countries

Abstract:
This article describes a customized early reading intervention for a Chinese first grader at risk for failing to learn to read. Building upon observational notes, artifacts, diagnostic teaching, information about classroom performance, and a battery of tests, our goal is to provide insights into ways to develop and implement a one-on-one tutoring program with nonalphabetic readers. The child's progress demonstrated that one-on-one tutoring can appreciably raise the proficiency of a struggling Chinese reader, suggesting that one-on-one tutoring might be worthwhile for the lowest-achieving students learning to read a nonalphabetic writing system. (Contains 5 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Language Acquisition; Phonology; Monolingualism; Bilingualism; Phonological Awareness; Metalinguistics; Kindergarten; Grade 1; Grade 2; Mandarin Chinese

Abstract:
This study investigates effects of early bilingualism on phonological awareness that are abstract and beyond cross-language transfer. It extends the scope of previous research by systematically examining hypotheses derived from "structural sensitivity theory." The theory postulates that having access to two languages renders structural similarities and differences between languages more salient, thus allowing bilingual children to form representations of language structure at a more abstract level. About 200 bilingual and monolingual kindergartners, first-graders, and second-graders in Taiwan participated in experiments taking into account the syllable structures, the phoneme inventories, and the phonotactics of the bilinguals' two languages. Findings from the study provide empirical support for structural sensitivity theory and indicate the need to reconceptualize the bilingual effect on metalinguistic development beyond cross-language transfer. (Contains 1 figure and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Morphology (Languages); Grade 5; Elementary School Students; Native Speakers; Chinese; English; English (Second Language); Second Language Learning; Reading Ability; Transfer of Training; Native Language Instruction; Foreign Countries

Abstract:
Cross-language transfer of awareness of the structure of compound words was investigated among native speakers of Chinese who were learning English as a second language. Chinese fifth graders received instruction in the morphology of four types of compound words in either Chinese or English. They then completed both the Chinese and English versions of a compound word structure analogy task. Compared with children who received no instruction, children who received instruction in Chinese were able to transfer knowledge they had acquired of compound types in Chinese to comparable types in English. Reverse transfer from English to Chinese was found among children with high reading proficiency. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Style; Foreign Countries; Student Attitudes; Discussion Groups; Group Dynamics; Grouping (Instructional Purposes); Rhetoric; Discourse Analysis; Discourse Communities; Persuasive Discourse; Teaching Methods; Active Learning; Educational Research

Abstract:
Is it feasible to hold concurrent, small-group, peer-managed discussions in large elementary school classes? We sought an initial answer to this question in a fifth-grade class in Hefei, China. The 52 students in the class were divided into seven small groups. The seven groups held four simultaneous discussions without immediate supervision or guidance from the teacher. The discussions employed the Collaborative Reasoning format, which is designed to promote children's skills of argument as well as skills of discussion management. Analysis of videos and transcripts of the discussions of two groups showed that a core sequence of rhetorical moves characteristic of argumentation emerged in the children's talk. In terms of social dynamics, the two groups had different developmental trends across discussions, perhaps because of the contrasting styles of the emergent child leaders of the groups. Students who experienced Collaborative Reasoning wrote essays with better-developed arguments than comparable children who did not experience Collaborative Reasoning. Responses to a survey showed that the students held positive attitudes toward small-group discussions in the Collaborative Reasoning format because they liked the opportunity to reason together as a team. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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