Abstract
The study explored the characteristics of students with spelling difficulties in China. According to the international classification of diseases and related health problems Tenth Edition (ICD-10) on the spelling difficulties, there were 7 students with spelling difficulties (means of age = 107.71 months old) selected from total 146 students (means of age = 107.59 months old). The results showed that, spelling difficulties group had more no response errors than the typical speller group. And the SD group and TS group had the same patterns in the no response answers considering the orthographic structure. But the SD group could not make use of the implicitly orthographic structure for the detail while TS group could do. The results confirmed that the SD group had deficit in orthographic-phonographic connections and the information of orthographic structure might work in the whole characters level for SD group. It gave some suggestions for the impairment for the SD group.
References
Backman, Joan, Margaret Bruck, Martine Hebert & Mark S. Seidenberg. 1984. Acquisition and use of spelling sound correspondences in reading. Journal of Experimental Child Psychology 38(1). 114–133. https://doi.org/10.1016/0022-0965(84)90022-5.Search in Google Scholar
Bradley, Lynette & Peter Bryant. 1985. Rhyme and reason in reading and spelling. Ann Arbor: The University of Michigan Press.Search in Google Scholar
Caravolas, Markéta, Volín Jan & Charles Hulme. 2005. Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children. Journal of Experimental Child Psychology 92(2). 107–139.Search in Google Scholar
Chen, Sau-Chin & In-mao Liu. 2000. Functional orthographic units in Chinese character recognition. Acta Psychologica Sinica 32. 13–20.Search in Google Scholar
Chen, May Jane, Brendan S. Weekes, Dan-ling Peng & Lei Qin. 2006. Effects of semantic radical consistency and combinability on Chinese character processing. In Ping Li, Li Hai Tan, Elizabeth Bates & Ovid J. L. Tzeng (eds.), The handbook of East Asian psycholinguistics, 175–186. New York: Cambridge University Press.Search in Google Scholar
Cordewener, Kim A. H., Anna Maria Theodora Bosman & Ludo Verhoeven. 2015. Implicit and explicit instruction: The case of spelling acquisition. Written Language & Literacy 18(1). 121–152. https://doi.org/10.1075/wll.18.1.06cor.Search in Google Scholar
Devonshire, Victoria, Paul Morris & Michael Fluck. 2013. Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography. Learning & Instruction 25(2). 85–94. https://doi.org/10.1016/j.learninstruc.2012.11.007.Search in Google Scholar
Ehri, Linnea C. 2000. Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders 20(3). 19–36. https://doi.org/10.1097/00011363-200020030-00005.Search in Google Scholar
Everson, Michael E. 1998. Word recognition among learners of Chinese as a foreign language: Investigating the relationship between naming and knowing. The Modern Language Journal 82(2). 194–204. https://doi.org/10.1111/j.1540-4781.1998.tb01192.x.Search in Google Scholar
Furnes, Bjarte & Stefan Samuelsson. 2010. Predicting reading and spelling difficulties in transparent and opaque orthographies: a comparison between Scandinavian and US/Australian children. Dyslexia 16(2). 119–142.Search in Google Scholar
Holmes, Virginia M. & E. Ng. 1993. Word-specific knowledge, word-recognition strategies, and spelling ability. Journal of Memory & Language 32(2). 230–257. https://doi.org/10.1006/jmla.1993.1013.Search in Google Scholar
Hong, Jon-Chao, Ching-Lin Wu, Hsueh-Chih Chen, Yu-Lin Chang & Kuo-En Chang. 2016. Effect of radical-position regularity for Chinese orthographic skills of Chinese-as-a-second-language learners. Computers in Human Behavior 59. 402–410. https://doi.org/10.1016/j.chb.2016.02.002.Search in Google Scholar
Hu, Jia-jia & Ning Wang. 2014. Quantitative analysis of Chinese characters system based on a tree model. Glottotheory 5(1). 65–83. https://doi.org/10.1515/glot-2014-0005.Search in Google Scholar
Hung, Daisy L. & Ovid J. Tzeng. 1981. Orthographic variations in visual information processing. Psychological Bulletin 90(3). 377–414. https://doi.org/10.1037/0033-2909.90.3.377.Search in Google Scholar
Just, Marcel Adam & Patricia Ann Carpenter. 1987. Orthography: Its structure and effects on reading. In Marcel A. Just & Patricia A. Carpenter (eds.), The psychology of reading and language processing, 287–325. Newton, MA: Allyn and Bacon.Search in Google Scholar
Kambanaros, Maria & Brendan Stuart Weekes. 2013. Phonological dysgraphia in bilingual aphasia: Evidence from a case study of Greek and English. Aphasiology 27(1). 59–79. https://doi.org/10.1080/02687038.2012.720963.Search in Google Scholar
Kemper, Marion J., Ludo Verhoeven & Anna Maria Theodora Bosman. 2012. Implicit and explicit instruction of spelling rules. Learning & Individual Differences 22(6). 639–649. https://doi.org/10.1016/j.lindif.2012.06.008.Search in Google Scholar
Leck, Kwong-Joo, Brendan Stuart Weekes & May-jane Chen. 1995. Visual and phonological pathways to the lexicon: Evidence from Chinese readers. Memory & Cognition 23(4). 468–476.Search in Google Scholar
Lee, Chia-Ying, Hsu-Wen Huang, Wen-Jui Kuo, Jie-Li Tsai & Ovid Jyh-Lang Tzeng. 2010. Cognitive and neural basis of the consistency and lexicality effects in reading Chinese. Journal of Neurolinguistics 23(1). 10–27.Search in Google Scholar
Link, Kathryn & Alfonso Caramazza. 1994. Orthographic structure and the spelling process: A comparison of different codes. In Gordon D.A. Brown & Nick C. Ellis (eds.), Handbook of spelling: Theory, process and intervention, 261–294. Chichester: Wiley.Search in Google Scholar
Liu, Yi-Ze, Yan Li & Xiang-Ping Liu. 2014. Visual connection and verbal connection in children with Chinese spelling difficulties. Chinese Mental Health Journal 28(3). 197–201 [in Chinese].Search in Google Scholar
Mayes, Andrew, Daniela Montaldi & Ellen Migo. 2007. Associative memory and the medial temporal lobes. Trends in Cognitive Sciences 11(3). 126–135.Search in Google Scholar
Mao, Rong-Jian, Xiang-Ping Liu & Xu Zhang. 2013. An experimental study of the mental representation of Chinese characters in children with dictation disabilities. Chinese Journal of Special Education 156(06). 87–91 [in Chinese].Search in Google Scholar
McBride-Chang, Catherine, Dan Lin, Yui-Chi Fong & Hua Shu. 2012. Language and literacy development in Chinese children. In Michael Harris Bond (ed.), Oxford handbook of Chinese psychology, 93–108. New York: Oxford Library of Psychology.Search in Google Scholar
Mingjin, Huang, Sandra Hasko, Gerd Schulte-Körne & Jennifer Bruder. 2012. Automatic integration of auditory and visual information is not simultaneous in Chinese. Neuroscience Letters 527(1). 22–27. https://doi.org/10.1016/j.neulet.2012.08.031.Search in Google Scholar
Mommers, Martin J. C. & Theo Boland. 1987. The development of decoding skills, reading comprehension and spelling skills in Dutch primary schools: A longitudinal investigation. Cognitive Development 18.Search in Google Scholar
National Committee of Language. 1998. GB13000. 1 Standard of Chinese Character of Contemporary Chinese for CIP. Available at: http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s230/201001/75616.html.Search in Google Scholar
National Language Committee. 2011. The corpus of National Language Committee in China. Available at: http://www.cncorpus.org/Resources.aspx.Search in Google Scholar
Ning, Ning, Shuang Yang, Chen-Yan Shen, Yan-Yan Cai, Zhuo Yuan, Bo-Ting Ji & Xiang-Ping Liu. 2017. The connecting competition effect on the orthographic-phonological connection coding for children with spelling difficulties. Acta Psychologica Sinica 49(4). 439–449 [in Chinese]. https://doi.org/10.3724/sp.j.1041.2017.00439.Search in Google Scholar
Notarnicola, Alessandra, Paola Angelelli, Anna Judica & Pierluigi Zoccolotti. 2012. Development of spelling skills in a shallow orthography: The case of Italian language. Reading & Writing 25(5). 1171–1194. https://doi.org/10.1007/s11145-011-9312-0.Search in Google Scholar
Peng, Danling & Chunmao Wang. 1997. Basic processing unit of Chinese character recognition: Evidence from stroke number effect and radical number effect. Acta Psychologica Sinica 29(1). 8–16.Search in Google Scholar
Perfetti, Charles A. & Li-Hai Tan. 1998. The time course of graphic, phonological, and semantic activation in Chinese character identification. Journal of Experimental Psychology: Learning, Memory, and Cognition 24(1). 101–118. https://doi.org/10.1037/0278-7393.24.1.101.Search in Google Scholar
Perfetti, Charles A. & Susan Dunlap. 2008. Learning to read: General principles and writing system variations. In Keiko Koda & Annette, M. Zehler (eds.), Learning to read across languages: Cross-linguistic relationships in first - and second-language literacy development, 13–38. New York: Routledge.Search in Google Scholar
Ping, Li, Li Hai Tan, Elizabeth, Bates, & Ovid J. L. Tzeng. (eds.), The handbook of East Asian psycholinguistics, New York: 175–186.Search in Google Scholar
Read, Charles. 1971. Preschool children’s knowledge of English phonology. Harvard Educational Review 41. 1–34. https://doi.org/10.17763/haer.41.1.91367v0h80051573.Search in Google Scholar
Read, Charles. 1975. Children’s categorization of speech sounds in English. Urbana, IL: National Council of Teachers of English.Search in Google Scholar
Rothe, Josefine, Sonia Cornell, Elena Ise & Gerd Schulte-Körne. 2015. A comparison of orthographic processing in children with and without reading and spelling disorder in a regular orthography. Reading & Writing 28(9). 1307–1332. https://doi.org/10.1007/s11145-015-9572-1.Search in Google Scholar
Rozin, Paul, Susan Poritsky & Raina Sotsky. 1971. American children with reading problems can easily learn to read english represented by Chinese characters. Science 171(3977). 1264–1267.Search in Google Scholar
Shu, Hua & Ning-Nin, Wu. 2006. Growth of orthography-phonology knowledge in the Chinese writing system. In Ping Li, Li-Hai Tan, Elizabeth. Bates & Ovid J. L. Tzeng (eds.), The Handbook of East Asian Psycholinguistics (Chinese), vol. 1, Cambridge, UK: Cambridge University Press.Search in Google Scholar
Shu, Hua, Ning-Ning Wu & Xiao-Lin Zhou. 2000. Utilizing phonological cues in Chinese characters: A developmental study. Acta Psychologica Sinica 32(2). 164–169.Search in Google Scholar
Shu, Hua, Richard C. Anderson & Ning-Ning Wu. 2000. Phonetic awareness: Knowledge of orthography phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology 92(1). 56–62.Search in Google Scholar
Sprenger-Charolles, Liliane & Linda S. Siegel. 1997. A longitudinal study of the effects of syllabic structure on the development of reading and spelling skills in French. Applied Psycholinguistics 18(4). 485–505. https://doi.org/10.1017/s014271640001095x.Search in Google Scholar
Su, Yi-Fen & S. Jay Samuels. 2010. Developmental changes in character-complexity and word-length effects when reading Chinese script. Reading and Writing 23(9). 1085–1108. https://doi.org/10.1007/s11145-009-9197-3.Search in Google Scholar
Taft, Marcus. 2006. Processing of characters by native Chinese reader. In Ping Li, Li-Hai Tan, Elizabeth. Bates & Ovid J. L. Tzeng (eds.), The handbook of East Asian psycholinguistics. Chinese, vol. 1, 237–249. Cambridge: Cambridge University Press.Search in Google Scholar
Taft, Marcus, Xiao-ping Zhu & Dan-Ling Peng. 1999. Positional specificity of radicals in Chinese character recognition. Journal of Memory & Language 40(4). 498–519. https://doi.org/10.1006/jmla.1998.2625.Search in Google Scholar
Taylor, K. Karl & Ede B. Kidder. 1988. The development of spelling skills: From first grade through eighth grade. Written Communication 5(2). 222–244. https://doi.org/10.1177/0741088388005002006.Search in Google Scholar
Treiman, Rebecca. 1993. Beginning to spell. 200 Madison Avenue, New York, NY 10016: Oxford University Press ($49. 95).Search in Google Scholar
Treiman, Rebecca & Derrick C. Bourassa. 2000. The development of spelling skill. Topics in Language Disorders 20(3). 1–18.Search in Google Scholar
Tseng, Mei Hui & Susanna M. K. Chow. 2000. Perceptual-motor function of school-age children with slow handwriting speed. The American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association 54(1). 83–88. https://doi.org/10.5014/ajot.54.1.83.Search in Google Scholar
Wang, Ning. 2002. Han zi gou xing jiang zuo [Lectures on Chinese Character Orthography]. Shanghai: Shanghai Education Publisher [in Chinese].Search in Google Scholar
Waters, Gloria S., Mark S. Seidenberg & Margaret Bruck. 1984. Children’s and adults’ use of spelling sound information in three reading tasks. Memory and Cognition 12. 293–305. https://doi.org/10.3758/bf03197678.Search in Google Scholar
World Health Organization. 1992. International statistical classification of diseases and related health problems. Tenth revision. Geneva: World 15 Health Organization.Search in Google Scholar
Yang, Shuang, Ning Ning, Xiang-Ping Liu & Yi-Zhong Pan. 2009. The Characteristics of orthographic output errors by children with dysgraphia. Psychological Science 32(2). 352–355 [in Chinese].Search in Google Scholar
Yeh, Su-Ling & Jing-Ling Li. 2002. Role of structure and component in judgments of visual similarity of Chinese characters. Journal of Experimental Psychology Human Perception & Performance 28(4). 933–947. https://doi.org/10.1037/0096-1523.28.4.933.Search in Google Scholar
Yeung, Pui-sze, Connie Suk-han Ho, David Wai-ock Chan, Kevin Kien-hoa Chung & Yau-kai Wong. 2013. A model of reading comprehension in Chinese elementary school children. Learning & Individual Differences 25(3). 55–66. https://doi.org/10.1016/j.lindif.2013.03.004.Search in Google Scholar
Zhang, Li-Na, Xiang-Ping Liu, Hong-Jun Wu, Shuang Yang & Cheng-Gang Li. 2006. Case study on grapheme-sound connection of a child with Chinese character spelling disability. Chinese Mental Health Journal 20(12). 832–835 [in Chinese].Search in Google Scholar
Ziegler, Johannes C & Usha Goswami. 2005. Reading acquisition, developmental dyslexia and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin 131(1). 3–29. https://doi.org/10.1037/0033-2909.131.1.3.Search in Google Scholar
© 2023 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- glochi-2023-frontmatter1
- The punishment is the reward – why elite Chinese students take supplementary Chinese literacy tutoring despite viewing it as ineffective
- The characteristics of spelling difficulties for Chinese students
- The language of Chaozhou songbooks
- Cross-cultural differences in social capital and community resilience perceptions during the COVID-19 pandemic
- 社区词、 方言词、 通用词及对华语词汇研究的启示
- 粤港澳国际新闻语言特征计量对比研究
- 港式中文研究综述
- 自然口语中两岸模糊限制语的比较
- 印尼高校中文專業現狀、問題及發展研究
- 他山之石, 可以攻玉――周清海《华语教学语法》札记
- 2022 年度华语研究综述
Articles in the same Issue
- Frontmatter
- glochi-2023-frontmatter1
- The punishment is the reward – why elite Chinese students take supplementary Chinese literacy tutoring despite viewing it as ineffective
- The characteristics of spelling difficulties for Chinese students
- The language of Chaozhou songbooks
- Cross-cultural differences in social capital and community resilience perceptions during the COVID-19 pandemic
- 社区词、 方言词、 通用词及对华语词汇研究的启示
- 粤港澳国际新闻语言特征计量对比研究
- 港式中文研究综述
- 自然口语中两岸模糊限制语的比较
- 印尼高校中文專業現狀、問題及發展研究
- 他山之石, 可以攻玉――周清海《华语教学语法》札记
- 2022 年度华语研究综述