NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ668523
Record Type: Journal
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0009-3920
Properties of School Chinese: Implications for Learning To Read.
Shu, Hua; Chen, Xi; Anderson, Richard C.; Wu, Ningning; Xuan, Yue
Child Development, v74 n1 p27-47 Jan-Feb 2003
This study examined 2,570 Chinese characters taught in Chinese elementary schools. Findings indicated that visual complexity, phonetic regularity, and semantic transparency of characters increased from early to later grades. Characters introduced in first/second grade contained fewer strokes but were less likely to be regular or transparent than characters introduced in fifth/sixth grade. Analysis suggests that written Chinese has a logic that children can understand and use. (Author/KB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China