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ERIC Number: ED139256
Record Type: RIE
Publication Date: 1976-Oct
Reference Count: 0
Even Chinese Ideographs Are Phonologically Encoded in Short-Term Memory.
Chu-Chang, Mae; Loritz, Donald J.
Three main issues relating to the question of silent speech in reading are considered: (1) How do Chinese speakers process Chinese ideographs in short-term memory? (2) How is Chinese students' learning of written English affected by the transition to an alphabetic language? (3) Are the strategies for encoding written words in short-term memory different for students of diverse language backgrounds? Chinese and Spanish bilingual students were tested for short-term memory encoding strategies on word-recognition tests. Chinese speakers were found to encode Chinese ideographs phonologically, but both Chinese and Spanish learners of English were found to encode English words visually. Implications for the acquisition of reading are discussed in terms of a two-stage model. (Author/CFM)
Descriptors: Alphabets, Cantonese, Chinese, Cognitive Processes, English (Second Language), Ideography, Initial Teaching Alphabet, Language Processing, Language Tests, Memory, Phonology, Psycholinguistics, Reading Development, Reading Processes, Reading Tests, Second Language Learning, Short Term Memory, Silent Reading, Spanish, Spanish Speaking, Written Language
Mae Chu-Chang, Educational Research Laboratory, School of Education, Boston University, 765 Commonwealth Avenue, Boston, Mass. 02215
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Boston University Conference on Language Development (1st, Boston, Massachusetts, Oct. 5-6, 1976)