NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ898469
Record Type: Journal
Publication Date: 2010-Oct
Pages: 24
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-0922-4777
Developmental Changes in Character-Complexity and Word-Length Effects when Reading Chinese Script
Su, Yi-Fen; Samuels, S. Jay
Reading and Writing: An Interdisciplinary Journal, v23 n9 p1085-1108 Oct 2010
The present study was designed to examine the developmental changes in the character-complexity and word-length effects when reading Chinese script. Character complexity was defined in two ways: (1) the number of constituent strokes for characters (Experiment 1), and (2) the number of constituent radicals for characters (Experiment 2). The word length was defined as the number of characters in words (Experiment 3). The three experiments involved a lexical recognition task, and the participants consisted of 25 second graders, 24 fourth graders, 24 sixth graders, and 25 university students. In Experiment 1, it was found that the response latencies increased with the number of strokes in characters for second graders, whereas no effects were evident for fourth graders, sixth graders, or university students. In contrast, in Experiment 2 no character-complexity effect was found for the number of radicals. In Experiment 3, only a partial word-length effect was found for the number of characters for second graders. These results suggest that beginning Chinese readers process characters in an analytical way, but that the decoding process changes gradually from analytic to holistic as their reading skills develop. The educational implication of this result is discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Grade 4; Grade 6; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A