Research Process - Development in learning to read Chinese characters in Chinese-speaking schools (27 Nov 2011)

Searches for papers on Google Books:
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McBride-Chang, Catherine.
Reading development in Chinese children / edited by Catherine McBride-Chang and Hsuan-Chih Chen (2003) Praeger Publishers, Westport, Connecticut, USA

http://books.google.co.uk/books?id=ZsELoJ4_PioC&pg=PA361&dq=chinese+children+learning&hl=zh-CN&ei=g5jRToGRB4n28QPjxujhDw&sa=X&oi=book_result&ct=result&resnum=3&ved=0CD8Q6AEwAg#v=onepage&q=chinese%20children%20learning&f=false

Learning System:
Difference between reading and phonological awareness
Comparison test of visual skills between HK and TW students

China
6yr old children taught to read alphabetic script - pinyin since 1950s
phonetic system
then learn characters


HK
In Hong Kong the majority of children learn to read Characters without being taught Pinyin or ZhuYinFuHao. They have not been introduced to an alphabetical phonetic system before learning the characters. (phonological script before logographic/pictographic script)

'morphological'

Taiwan - ZhuYinFuHao (symbols of phonetic pronounciation)
each phoneme is represented by a unique symbol (37 symbols)
continued to be used throughout primary school years

Singapore



Explicit Teaching and Implicit Learning of Chinese Characters:

http://books.google.co.uk/books?id=6fKBvHtTyxsC&pg=PA33&dq=chinese+children+learning+characters&hl=zh-CN&ei=N57RTpjKHcyx8QPwisW7CQ&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDIQ6AEwAQ#v=onepage&q=chinese%20children%20learning%20characters&f=false

5 principal levels for the description of graphic elements

stroke, stroke-pattern, character, word and sentence

Writing in the air, and dictation of each character.

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Thinking about the 3 different approaches to teaching:

Different orders:

L + S only

L + S, then R + W

L, S, R, W together