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The Role of Words in Chinese Reading
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Abstract:
The Chinese writing system (and the underlying language) is different from European writing systems (and their underlying languages) in many ways. The most obvious difference is the nonalphabetic form of the Chinese written language, although there are also differences in relation to representations of lexicality, grammaticality, and phonological form. This chapter focuses on issues associated with the nonalphabetic nature of the written form of Chinese and the fact that words are not demarcated by spaces. Despite the surface differences in the orthographies between European languages and Chinese, there is considerable evidence to show that the word is a salient unit for Chinese readers. Properties of words (such as word frequency) as well as character properties (such as character frequency) affect measures of reading time and also affect where eye movements are targeted when passages of text are being read for meaning.
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Keyword:
C800 - Psychology
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URL: http://clok.uclan.ac.uk/39128/ https://doi.org/10.1093/oxfordhb/9780199324576.013.14
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27 |
Does graphotactic knowledge influence the learning of new spellings presented in isolation?
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In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014)
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Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
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In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014)
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29 |
Young children's knowledge about the spatial layout of writing
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Learning to read and spell words in different writing systems
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37 |
Children benefit from morphological relatedness when they learn to spell new words
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.univ-lille.fr/hal-03613289 ; Frontiers in Psychology, 2013, Frontiers in Psychology, 4, ⟨10.3389/fpsyg.2013.00696⟩ (2013)
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38 |
How does graphotactic knowledge influence children's learning of new spellings?
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39 |
Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese
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40 |
Children benefit from morphological relatedness when they learn to spell new words
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