Abstract
Purpose: To test the self-teaching hypothesis (Share, 1995) in Chinese by exploring the role of phonological recoding (experiment 1) and context (experiment 2) when consider the effect of phonetic regularity and semantically transparency of radicals.
Experiment 1: Thirty-three average Chinese second-graders were asked to read 16 self-compiled Pinyin labeled stories in conditions of with or without phonological recoding, reading aloud half stories or viewing the other half when repeat naming unmeaning “b p m f”, respectively. Each story describes a fictional object expressed by 2 consecutive pseudo-characters appearing 4 times, which each is a novel combination of a semantic radical and a phonetic radical. The phonetic radicals are halved as regular and irregular ones, providing exact or no cue of the pronunciation of the character. Half semantic radicals are semantically related to the object (transparent) while the other ones are not (opaque). Four tasks were tested immediately and 7 days later, including orthographic choice, character writing, naming, and semantic production. Results suggest that viewing the targets under condition of without phonological recoding significantly attenuates orthographic learning.
Experiment 2: The data of condition of read aloud in experiment 1 served as context group, and that of non-context group was collected by adopting the stories from experiment 1 into 16 word lists to present items in isolation to 34 Chinese second-grade children to read aloud, followed by identical tests as experiment 1. Results show that context facilitates orthographic learning only in the orthographic choice and naming tasks.
Conclusion: In general, phonological recoding is critical to the acquisition of orthographic representations as proposed by the self-teaching hypothesis. Also, the findings reveal a unique role of phonetic regularity and the contextual information to orthographic learning in the tasks that highlight the grapheme-phoneme mapping. Copyright © 2017 Society for the Scientific Study of Reading (SSSR).
Experiment 1: Thirty-three average Chinese second-graders were asked to read 16 self-compiled Pinyin labeled stories in conditions of with or without phonological recoding, reading aloud half stories or viewing the other half when repeat naming unmeaning “b p m f”, respectively. Each story describes a fictional object expressed by 2 consecutive pseudo-characters appearing 4 times, which each is a novel combination of a semantic radical and a phonetic radical. The phonetic radicals are halved as regular and irregular ones, providing exact or no cue of the pronunciation of the character. Half semantic radicals are semantically related to the object (transparent) while the other ones are not (opaque). Four tasks were tested immediately and 7 days later, including orthographic choice, character writing, naming, and semantic production. Results suggest that viewing the targets under condition of without phonological recoding significantly attenuates orthographic learning.
Experiment 2: The data of condition of read aloud in experiment 1 served as context group, and that of non-context group was collected by adopting the stories from experiment 1 into 16 word lists to present items in isolation to 34 Chinese second-grade children to read aloud, followed by identical tests as experiment 1. Results show that context facilitates orthographic learning only in the orthographic choice and naming tasks.
Conclusion: In general, phonological recoding is critical to the acquisition of orthographic representations as proposed by the self-teaching hypothesis. Also, the findings reveal a unique role of phonetic regularity and the contextual information to orthographic learning in the tasks that highlight the grapheme-phoneme mapping. Copyright © 2017 Society for the Scientific Study of Reading (SSSR).
| Original language | English |
|---|---|
| Publication status | Published - Jul 2017 |
| Event | Twenty-Fourth Annual Meeting of Society for the Scientific Study of Reading - Halifax, Canada Duration: 12 Jul 2017 → 15 Jul 2017 https://www.triplesr.org/twenty-fourth-annual-sssr-meeting |
Conference
| Conference | Twenty-Fourth Annual Meeting of Society for the Scientific Study of Reading |
|---|---|
| Abbreviated title | SSSR 2017 |
| Country/Territory | Canada |
| City | Halifax |
| Period | 12/07/17 → 15/07/17 |
| Internet address |