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Individual differences in Chinese re...

Michigan State University.

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Individual differences in Chinese readers of English: Orthography and reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Individual differences in Chinese readers of English: Orthography and reading./
作者:	Haynes, Margaret Elizabeth.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1989,
面頁冊數:	283 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 8050.
Contained By:	Dissertation Abstracts International51-03A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9011998

Individual differences in Chinese readers of English: Orthography and reading.
Haynes, Margaret Elizabeth.

Individual differences in Chinese readers of English: Orthography and reading. - Ann Arbor : ProQuest Dissertations & Theses, 1989 - 283 p.

Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 8050.

Thesis (Ph.D.)--Michigan State University, 1989.

Few studies have considered reading difficulties of learners whose first language writing system differs from that of English. Do adult Chinese literates who use English for academic study (L2 readers) process English orthography as efficiently as American college students (L1 readers)? Is greater sensitivity to English "orthographic regularity" (systematic sequencing of letters) significantly associated with reading success when Chinese literates read in English?Subjects--Topical Terms:

2122756
Reading instruction.

Individual differences in Chinese readers of English: Orthography and reading.
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245 1 0 $a Individual differences in Chinese readers of English: Orthography and reading.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1989
300 $a 283 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 8050.
502 $a Thesis (Ph.D.)--Michigan State University, 1989.
520 $a Few studies have considered reading difficulties of learners whose first language writing system differs from that of English. Do adult Chinese literates who use English for academic study (L2 readers) process English orthography as efficiently as American college students (L1 readers)? Is greater sensitivity to English "orthographic regularity" (systematic sequencing of letters) significantly associated with reading success when Chinese literates read in English?
520 $a To examine these questions, orthographic processing was measured by same-different visual matching tasks with words, orthographically regular "pseudowords", and letter strings. Analysis of covariance (with number matching as covariate to control for general perceptual speed) indicated the L1 group benefited more from systematic sequencing of letters in pseudoword matching than did the L2 readers (significant group-stimulus interaction). This is consistent with development of orthographic sensitivity in L1 children learning to read in English.
520 $a A second analysis examined the association between perceptual processing of English orthography and types of reading success: reading speed, comprehension, and learning of new words from reading. The two speed outcomes derived from (1) reading paragraphs and (2) reading a technical text with headings and illustrations. The comprehension outcome, corresponding to the former speed measure, required accurate answering of multiple choice questions without referring back to the paragraph. Word-learning was measured (in relation to a vocabulary knowledge pretest) by definitions written first after reading the technical text for general comprehension (incidental word learning) and later after a guided rereading with follow-up questions (attended word learning). This last measure characterizes L2 readers' ability to develop both lexical and conceptual knowledge through strategic rereading.
520 $a The impact of individual differences in orthographic processing was evaluated using multiple regression (including additional variables of Chinese reading comprehension, number matching, and English grammar, listening, vocabulary range, and lexical access efficiency). Orthographic sensitivity (1) correlated with comprehension, not speed, (2) was significantly associated with incidental and attended word learning, even when other variables were accounted for, and (3) explained approximately the same amount of variance as did Chinese reading comprehension. Thus writing system mastery is both harder and more important to L2 reading success than existing theory and research would suggest.
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650 4 $a Educational psychology. $3 517650
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710 2 $a Michigan State University. $3 676168
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9011998