By Kenneth S. Goodman, Shaomei Wang, Mieko Iventosch, Yetta M. Goodman
Reading in Asian Languages is wealthy with information regarding how literacy works within the non-alphabetic writing platforms (Chinese, eastern, Korean) utilized by 1000s of thousands of individuals and refutes the typical Western trust that such structures are challenging to benefit or to exploit. The participants percentage a entire view of interpreting as building of which means which they exhibit is absolutely appropriate to character-based examining.
The publication explains how and why non-alphabetic writing works good for its clients; offers causes for why it's not more tricky for kids to benefit than are alphabetic writing structures the place they're used; and demonstrates in a few ways in which there's a unmarried strategy of making feel of written language whatever the orthography. designated in its viewpoint and supplying functional theory-based technique for the instructing of literacy in chinese language, eastern, and Korean to first and moment language newbies, it's a resource for teachers of more and more renowned classes in those languages in North the USA in addition to for lecturers and researchers in Asia. it's going to stimulate innovation in either study and instruction.
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Extra info for Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean
1993) argue that, when reading Chinese, phonological recoding probably occurs after meaning retrieval has been achieved. As shown above, meaning cannot be assigned to a character out of context, and these arguments are all based on word- or character-recognition research. Other studies of different research design also found uniqueness in reading Chinese at the symbol level. In her study, Ke (1986) found that 67% of the characters read incorrectly by first-grade native Chinese speakers were caused by graphic similarity.
The complexity of human society and the need to record information permanently and communicate across time and space result in the development of written languages. The early development of China as a nation with its need to disseminate laws and communicate over large areas partly explains the early development of written language in China. Before I move on to the similarities and dissimilarities between reading Chinese and English, I want look at how reading and reading instruction was approached in the past, as background for the Goodman model.
Tzeng (eds), Language Processing in Chinese, pp. 3–35. Amsterdam: North-Holland. R. (1995). 文字知識與華文教學 [Character knowledge and teaching Chinese]. Paper presented at the 1995 Chinese Teaching Workshop, Los Angeles, CA. -N. (2000). What is writing and what is Chinese writing: a historical, linguistic, and social literacies perspective. Unpublished doctoral dissertation, University of Arizona, Tucson. Karlgren, B. (1923). Analytic Dictionary of Chinese and Sino-Japanese. Paris: Geuthner. , and Frost, R.
Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean by Kenneth S. Goodman, Shaomei Wang, Mieko Iventosch, Yetta M. Goodman