A "radical" approach to reading development in Chinese: The role of semantic radicals and phonetic radicals
A "radical" approach to reading development in Chinese: The role of semantic radicals and phonetic radicals
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DOI：
10.1207/s15548430jlr3503_3
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发表时间：
2003-09-01
影响因子：
2.6
通讯作者：
Ng, WK
中科院分区：
文献类型：
--
作者：
Ho, CSH;Ng, TT;Ng, WK
本文报道了两项关于部首知识在汉语阅读发展中的意义的研究。研究一考察了20名一年级、20名三年级和20名五年级的中国香港儿童的词根知识。结果发现，各种类型的义部知识，包括义部的位置和语义类别，与汉语单词阅读和句子理解显著相关。研究二以20名一年级、三年级和五年级儿童为被试，考察了汉语拼音部首知识。结果发现，声旁知识的各项指标，包括声旁的功能和音值，与汉字阅读有显著相关。这些研究发现，从发展的角度来看，儿童从一年级左右开始获得汉字结构、位置、语义类别和偏旁音值的知识。然而，直到三年级，他们才明白义符的功能是在阅读中提供意义线索。作者认为偏旁是汉语阅读发展过程中的一个重要的正字法加工单位。
Two studies investigating the significance of radical knowledge in Chinese reading development are reported in this paper. Study I examined the semantic radical knowledge of 20 Grade 1, 20 Grade 3, and 20 Grade 5 Chinese children in Hong Kong. It was found that various types of semantic radical knowledge, including the position and semantic category of semantic radicals, correlated significantly with Chinese word reading and sentence comprehension. Study 2 examined phonetic radical knowledge with another three groups of 20 Chinese children in Grades 1, 3, and 5 respectively. It was found that various measures of phonetic radical knowledge, including the function and sound value of phonetic radicals, correlated significantly with Chinese word reading. These studies found that, developmentally, the children started acquiring the knowledge of character structure, position, semantic category, and sound value of radicals from about Grade 1. However they did not understand that the function of semantic radicals is to provide meaning cues in reading until Grade 3. The authors concluded that the radical is an important orthographic processing unit in reading development in Chinese.