標(biāo)題: Titlebook: Chinese Children’s Reading Acquisition; Theoretical and Peda Li Wenling,Janet S. Gaffney,Jerome L. Packard Book 2002 Kluwer Academic Publis [打印本頁(yè)] 作者: 縮寫 時(shí)間: 2025-3-21 18:46
書目名稱Chinese Children’s Reading Acquisition影響因子(影響力)
作者: Dysplasia 時(shí)間: 2025-3-21 23:56
https://doi.org/10.1007/978-3-031-69479-0’ orthographies affect phonological and semantic processing in beginning readers. The question of how these concepts are relevant to issues such as dyslexia and cerebral lateralization in Chinese is addressed, especially in comparison with languages that are quite different in their phonology-orthog作者: 洞穴 時(shí)間: 2025-3-22 03:56 作者: Entropion 時(shí)間: 2025-3-22 08:23
Sarah Flicker,Maureen Owino,Katie MacEnteestems, in particular the English alphabet that has complex letter-sound correspondences. This paper begins by introducing three concepts needed in discussing PA: the nature of PA, of phonetic units, and of writing systems. It then describes how PA is studied in phonetic scripts, i.e., alphabets and 作者: 抵制 時(shí)間: 2025-3-22 12:13 作者: crumble 時(shí)間: 2025-3-22 15:47 作者: crumble 時(shí)間: 2025-3-22 19:12 作者: Armory 時(shí)間: 2025-3-22 21:13
Conclusion: Re-visioning the Public,Shared-Book reading is one-way to expand the volume of reading of young children. In China, teaching reading is based on a long tradition of intensive reading of limited amounts of text using recitation, drill, practice, and memorization. The Shared-Book approach was adapted to accommodate the Chine作者: 指派 時(shí)間: 2025-3-23 01:52
Conclusion: Re-visioning the Public,cter instruction termed morphological instruction. Grounded in psycholinguistic research on Chinese literacy, morphological instruction emphasizes knowledge of the internal structures of the writing system. This method helps children to master the structural rules of different types of characters an作者: daredevil 時(shí)間: 2025-3-23 08:25 作者: 吼叫 時(shí)間: 2025-3-23 11:38
https://doi.org/10.1007/978-981-19-4101-6our parameters of home-literacy environment (literacy resources in the home, parent-child literacy-related activities, children’s literacy-related activities, and parents’ education) was collected by questionnaire. A regression model showed that home-literacy environment contributes significantly to作者: Efflorescent 時(shí)間: 2025-3-23 17:55 作者: 出來 時(shí)間: 2025-3-23 20:45
https://doi.org/10.1007/978-1-4615-0859-5Alphabet; Chinese; Sprachentwicklungsst?rungen; cognitive psychology; learning; psycholinguistics; psychol作者: MOTIF 時(shí)間: 2025-3-23 22:53 作者: 開花期女 時(shí)間: 2025-3-24 02:30 作者: 向下五度才偏 時(shí)間: 2025-3-24 07:03
Children’s Early Understanding of Writing and Language: The Impact of Characters and Alphabetic Orthorrespond to predictions based on differences in the orthographies children are learning. Thus, orthographic structure appears to be a major source of the conscious understanding of language that children develop in the course of learning to read and write their native language作者: eardrum 時(shí)間: 2025-3-24 14:35
Facets of Metalinguistic Awareness that Contribute to Chinese Literacy reading, pinyin reading, and story reading. Altogether data was collected from 400 first-grade and 400 fourth grade students in ten average-level primary schools. Structural equation models and communality and uniqueness analysis confirmed that morphological awareness and phonological awareness are作者: upstart 時(shí)間: 2025-3-24 14:52
Shared-Book Reading in Chinas within the same context as the original story, a novel context, and in isolation. In a follow-up experiment across four classes, substantial vocabulary learning of first graders at two weeks was retained at eight weeks. The positive results and enthusiastic response of children and teachers are en作者: Expertise 時(shí)間: 2025-3-24 20:32 作者: 不朽中國(guó) 時(shí)間: 2025-3-24 23:19 作者: Deject 時(shí)間: 2025-3-25 04:15 作者: 充氣球 時(shí)間: 2025-3-25 09:45
Christos Vonapartis Kosmidis,Nikos Lambrinos reading, pinyin reading, and story reading. Altogether data was collected from 400 first-grade and 400 fourth grade students in ten average-level primary schools. Structural equation models and communality and uniqueness analysis confirmed that morphological awareness and phonological awareness are作者: harangue 時(shí)間: 2025-3-25 13:59 作者: disciplined 時(shí)間: 2025-3-25 18:38 作者: 惹人反感 時(shí)間: 2025-3-25 22:59
Current Issues in Learning to Read Chinese’ orthographies affect phonological and semantic processing in beginning readers. The question of how these concepts are relevant to issues such as dyslexia and cerebral lateralization in Chinese is addressed, especially in comparison with languages that are quite different in their phonology-orthog作者: 羽毛長(zhǎng)成 時(shí)間: 2025-3-26 00:54 作者: MAIZE 時(shí)間: 2025-3-26 04:57
Phonological Awareness in Chinese Readingstems, in particular the English alphabet that has complex letter-sound correspondences. This paper begins by introducing three concepts needed in discussing PA: the nature of PA, of phonetic units, and of writing systems. It then describes how PA is studied in phonetic scripts, i.e., alphabets and 作者: Fissure 時(shí)間: 2025-3-26 09:45 作者: BRUNT 時(shí)間: 2025-3-26 15:56
Facets of Metalinguistic Awareness that Contribute to Chinese Literacyto comprehend and use language (i.e., linguistic knowledge) but also on metalinguistic knowledge. According to our theory, two facets of metalinguistic awareness important for learning to read Chinese are phonological awareness and morphological awareness. To evaluate this theory, batteries of test 作者: FLINT 時(shí)間: 2025-3-26 16:56
Book-Based Programs in Developing Countriese frequently disadvantaged by poor book resources, large classes, under-qualified teachers, and authoritarian methods. Many Chinese children are also expected to learn to read in a language that is different from the dialect that they speak at home. For all of these reasons, the research we have bee作者: Water-Brash 時(shí)間: 2025-3-26 23:35
Shared-Book Reading in ChinaShared-Book reading is one-way to expand the volume of reading of young children. In China, teaching reading is based on a long tradition of intensive reading of limited amounts of text using recitation, drill, practice, and memorization. The Shared-Book approach was adapted to accommodate the Chine作者: 疏忽 時(shí)間: 2025-3-27 03:42 作者: BYRE 時(shí)間: 2025-3-27 08:37 作者: judiciousness 時(shí)間: 2025-3-27 10:59 作者: 季雨 時(shí)間: 2025-3-27 16:56 作者: 收養(yǎng) 時(shí)間: 2025-3-27 20:49
Phonological Awareness in Chinese Readingsyllabaries. Finally it explores how PA applies to reading logographic Chinese characters as well as the phoneticized scripts devised for Chinese. The paper concludes that, in reading and learning to read, PA is less important in Chinese than in English, and that visual skills are more important in Chinese than in English.作者: 摘要記錄 時(shí)間: 2025-3-27 23:43
inform international comparative studies ofliteracy by making apparent the features of the Chinese culture,language, writing system, and pedagogy that may facilitate or impedethe acquisition of literacy.978-1-4613-5274-7978-1-4615-0859-5作者: 不能妥協(xié) 時(shí)間: 2025-3-28 05:08
https://doi.org/10.1007/978-3-031-40747-5clude that in learning to read Chinese, as in learning to read English, students are benefited by instruction that helps them gain insight into how their writing system represents the units of the spoken language作者: Immunoglobulin 時(shí)間: 2025-3-28 09:18 作者: LIEN 時(shí)間: 2025-3-28 12:12
This book provides a comprehensive resource for thecritical discussion of major issues in learning to read Chinese from achild acquisition perspective..The combined contributions from researchers in Asian studies,linguistics, psycholinguistics, psychology, cognitive psychology,reading, and education作者: neuron 時(shí)間: 2025-3-28 18:17 作者: 盡管 時(shí)間: 2025-3-28 22:48 作者: 尊嚴(yán) 時(shí)間: 2025-3-29 00:21 作者: 高原 時(shí)間: 2025-3-29 04:58 作者: Sedative 時(shí)間: 2025-3-29 09:42 作者: 慢慢流出 時(shí)間: 2025-3-29 14:37 作者: licence 時(shí)間: 2025-3-29 19:25 作者: 蝕刻術(shù) 時(shí)間: 2025-3-29 20:11 作者: 積極詞匯 時(shí)間: 2025-3-30 03:14
Morphological Instruction and Teacher Trainingur primary schools in Beijing received morphological instruction for one year. Both statistical analysis and teacher interviews demonstrated that at the end of the instruction children who received morphological instruction performed better than the children in control classes.
