Abstract
Purpose: To test the “self-teaching hypothesis” (Share, 1995) on Chinese children and extends this hypothesis through taking character type and component familiarity into consideration.
Method: Forty-one average Chinese second-graders were asked to read aloud 12 self-compiled Pinyin labeled stories without any correction, and each story contains 1 embedded pseudocharacter. There are three types of character: (a) Four simple pseudocharacters, each of which is an integral whole that contains no component or subcomponent; (b) Four familiar compound pseudocharacters, each consisting of two familiar components; (c) Four semi-familiar compound pseudocharacters that consist of one familiar component and one unfamiliar component. Two simple pseudocharacters, 2 familiar compound pseudocharacters, and 2 semi-familiar compound pseudocharacters appeared 3 times in the stories, while the rest of pseudocharacters appeared 6 times. The orthographic choice task and writing task were both tested on the same day and 3 days later.
Results: Chinese children can accomplish "self-teaching" during read-aloud when targets are exposed 3 times, and maintain the learning effect for 3 days. Compared with compound pseudocharacters, simple pseudocharacters can be recognized most accurately on the same day and 3 days later (ps
Conclusion: During the orthographic learning process, simple pseudocharacters have recognition advantage that can maintain for 3 days, and familiar compound pseudocharacters have recall advantage only on the day the subjects were tested. These findings have important insight for further theoretical research and literacy teaching. Copyright © 2016 Society for the Scientific Study of Reading (SSSR).
Method: Forty-one average Chinese second-graders were asked to read aloud 12 self-compiled Pinyin labeled stories without any correction, and each story contains 1 embedded pseudocharacter. There are three types of character: (a) Four simple pseudocharacters, each of which is an integral whole that contains no component or subcomponent; (b) Four familiar compound pseudocharacters, each consisting of two familiar components; (c) Four semi-familiar compound pseudocharacters that consist of one familiar component and one unfamiliar component. Two simple pseudocharacters, 2 familiar compound pseudocharacters, and 2 semi-familiar compound pseudocharacters appeared 3 times in the stories, while the rest of pseudocharacters appeared 6 times. The orthographic choice task and writing task were both tested on the same day and 3 days later.
Results: Chinese children can accomplish "self-teaching" during read-aloud when targets are exposed 3 times, and maintain the learning effect for 3 days. Compared with compound pseudocharacters, simple pseudocharacters can be recognized most accurately on the same day and 3 days later (ps
Conclusion: During the orthographic learning process, simple pseudocharacters have recognition advantage that can maintain for 3 days, and familiar compound pseudocharacters have recall advantage only on the day the subjects were tested. These findings have important insight for further theoretical research and literacy teaching. Copyright © 2016 Society for the Scientific Study of Reading (SSSR).
| Original language | English |
|---|---|
| Publication status | Published - Jul 2016 |
| Event | Twenty-Third Annual Meeting of Society for the Scientific Study of Reading - University of Porto, Porto, Portugal Duration: 13 Jul 2016 → 16 Jul 2016 https://www.triplesr.org/twenty-third-annual-meeting |
Conference
| Conference | Twenty-Third Annual Meeting of Society for the Scientific Study of Reading |
|---|---|
| Abbreviated title | SSSR 2016 |
| Country/Territory | Portugal |
| City | Porto |
| Period | 13/07/16 → 16/07/16 |
| Internet address |