NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ925051
Record Type: Journal
Publication Date: 2011
Pages: 35
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-0270-2711
Orthographic Knowledge Important in Comprehending Elementary Chinese Text by Users of Alphasyllabaries
Leong, Che Kan; Tse, Shek Kam; Loh, Ka Yee; Ki, Wing Wah
Reading Psychology, v32 n3 p237-271 2011
Orthographic knowledge in Chinese was hypothesized to affect elementary Chinese text comprehension (four essays) by 80 twelve-year-old ethnic alphasyllabary language users compared with 74 native Chinese speakers at similar reading level. This was tested with two rapid automatized naming tasks; two working memory tasks; three orthographic knowledge tasks in Chinese; and equivalent tasks in English. Multivariate analyses of covariance showed that the two groups were differentiated on most of the linguistic and cognitive tasks. Confirmatory factor analyses found four factors as hypothesized: text comprehension, verbal working memory, orthographic knowledge in Chinese, and orthographic knowledge in English. Hierarchical multiple regression analyses showed that orthographic knowledge in Chinese explained a considerable amount of individual variation in elementary Chinese text comprehension. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A