ABSTRACT

The present study tested the self-teaching hypothesis in orthographic learning in Chinese and examined the roles of semantic radicals and writing practice. Twenty-four Mandarin-speaking third graders read and comprehended eight two-sentence stories in a read-twice condition and eight in a read-write condition. Each story contained two pseudo-characters exposed to children four times. The pseudo-character was varied on the availability of a phonetic radical (presence vs. absence of phonological recoding) and the transparency of a semantic radical (transparent vs. opaque). Orthographic learning was measured via Orthographic Choice and Character Writing posttests at two time points, immediately and again after seven days. Children demonstrated robust orthographic learning across all conditions. Phonological recoding facilitated children’s character writing. Writing practice enhanced phonological recoding and benefitted their orthographic recognition. Semantically transparent radicals improved children’s orthographic recognition. Our findings suggest that phonological recoding, semantic information and writing practice may jointly contribute to children’s orthographic learning.

摘要

本研究检验了汉语拼写学习中的自我教学假设，并考察了语义根部和写作实践的作用。二十四位说普通话的三年级学生阅读和理解了八次两个句子的故事，阅读两次，而八次则处于读写状态。每个故事都包含两个伪字，暴露给孩子四次。伪字符的变化取决于音标的可用性（是否存在语音记录）和语义标的透明度（透明与不透明）。通过正交选择和字符写作后测在两个时间点（七天后立即一次又一次）对正交学习进行了测量。儿童在所有情况下都表现出强大的拼字学习能力。语音记录有助于孩子们的角色写作。写作练习增强了语音记录功能，并受益于其拼字法识别。语义透明的部首提高了儿童的拼字识别能力。我们的发现表明，语音记录，语义信息和写作实践可能共同促进儿童的拼字学习。