Ho C S, Wong W L, Chan W S
Department of Psychology, Chinese University of Hong Kong, Shatin.
J Child Psychol Psychiatry. 1999 Mar;40(3):393-403. doi: 10.1017/s0021963098003631.
Two studies, comprising training in phonological analogy and semantic analogy with pre-and post-training assessments, were conducted to investigate whether young children made orthographic analogies in learning to read a nonalphabetic script, Chinese, as alphabetic readers do. Twenty Chinese first-graders and 20 third-graders participated in each of the studies. The results showed that not only the third-graders, but also the first-graders made phonological analogies by the phonetic (i.e. the orthographic component in a Chinese character that provides sound cues) and semantic analogies by the radical (i.e. the orthographic component that provides meaning cues). It was, therefore, suggested that the roles and functions of the phonetics and radicals could be taught explicitly in school from an early age to help improve children's reading skills.
两项研究开展了，包括进行语音类比和语义类比训练，并在训练前后进行评估，目的是调查年幼儿童在学习阅读非字母文字中文时，是否会像字母文字阅读者那样进行正字法类比。每项研究都有20名中国一年级学生和20名三年级学生参与。结果表明，不仅三年级学生，一年级学生也会通过语音（即汉字中提供语音线索的正字法成分）进行语音类比，通过部首（即提供语义线索的正字法成分）进行语义类比。因此，有人建议，语音和部首的作用和功能可以在学校从小就明确教授，以帮助提高儿童的阅读技能。
