Exploring reading-spelling connection as locus of dyslexia in Chinese |
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| Authors: | Che Kan Leong Pui-Wan Cheng Catherine C C Lam |
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| Institution: | (1) Department of Educational Psychology & Special Education, University of Saskatchewan, S7N 0X1 Saskatoon, Sask, Canada;(2) Department of Educational Psychology, Faculty of Education, The Chinese University of Hong Kong, Shatin, NT, Hong Kong;(3) Central Kowloon Child Assessment Centre, Hong Kong Department of Health, 147L Argyle St., Kowloon, Hong Kong |
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| Abstract: | This paper advances the argument that in learning to read/spell Chinese characters and words, it is important for learners
to understand the role of the component parts. These constituents consist of phonetic and semantic radicals, or bujians, made
up of clusters of strokes in their proper sequence. Beginning readers/spellers need to be sensitive to the positional hierarchy
and internal structure of these constituent parts. Those Chinese children diagnosed with developmental dyslexia tend to have
more difficulties in spelling Chinese characters and in writing to dictation than in reading. A lexical decision study with
two groups of tertiary students differing in their Chinese language ability was carried out to test their efficiency in processing
real and pseudo characters as a function of printed frequency of the characters, and the consistency of their component semantic
radicals. There is some evidence that even for adult readers differing in their Chinese language ability, lexicality, frequency
of characters and the consistency of the semantic radicals affect accurate and rapid character identification. Suggestions
for research and teaching approaches are made to enhance the analysis and synthesis of the phonetic and semantic radicals
to promote efficient reading and spelling in Chinese. |
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