NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ890579
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0827-3383
Reading Disabilities of Chinese Elementary School Students: Beyond the Phonological Deficits of Single-Character Identification
Jin, Hua; Lin, Dan; Zhang, Dake; Wen, Hongbo; Zhu, Huohong; He, Xianyou; Mo, Lei
International Journal of Special Education, v25 n2 p1-7 2010
This study investigated the contributions of single-word identification and compound word categorization to Chinese students' reading achievement among 31 students with reading difficulties and 20 students without reading difficulties. The results suggested that, deficiency in single characters identification is not the primarily reason for dysfunction in reading Chinese. This is different from alphabetic language readers. Chinese students' difficulty in accessing the meaning of compound words in a specific context contributes greatly to students' reading achievement. The results call for researchers' and school teachers' attention to focus on teaching compound words during Chinese instruction. The results also suggested the need for further research on compound words. (Contains 5 tables.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A