ERIC Number: EJ1123094
Record Type: Journal
Publication Date: 2016-Dec
Abstractor: As Provided
Preliminary Study of the Effect of Incremental Rehearsal with a Morphological Component for Teaching Chinese Character Recognition
Kwong, Elena; Burns, Matthew K.
School Psychology International, v37 n6 p627-643 Dec 2016
The current study examined the effectiveness of Incremental Rehearsal (IR) for teaching Chinese character recognition using a single-case experimental design. In addition, a morphological component was added to standard IR procedures (IRM) to take into account the role of morphological awareness in Chinese reading. Three kindergarten students in Hong Kong who were learning Cantonese-Chinese were taught Chinese characters with IR and IRM over six weeks using two ABAB designs. The study found that both IR and IRM effectively increased retention and maintenance of Chinese characters.
Descriptors: Character Recognition, Chinese, Morphology (Languages), Teaching Methods, Kindergarten, Retention (Psychology), Paired Associate Learning, Drills (Practice), Pacing, Fidelity, Educational Practices, Instructional Effectiveness, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A