The effects of instruction on character recognition and expansion for 4-year-old preschoolers
| Autor: | Meng-wei Wu, 吳孟薇 |
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| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 105 This study aims to investigate the effects of different teaching methods on character recognition and expansion for children in the initial stage of learning to read. Two series teaching experiments were carried out using single subject designs of alternating treatment and multiple baseline across conditions. Three 4-year-old preschoolers participated in the first experiment (2 boys and 1 girl), and three different instructional methods (i.e., etymological, semantic and multi-source instructions) were compared alternatively. These new-learnt characters were adapted in the second experiment and one of the boys in the first experiment continued to take part in three different learning conditions (i.e., constructing a vocabulary, learning new characters and learning similar characters). The results of the first experiment showed that etymological instruction was the most effective method in learning to read new characters for 4-year-old preschoolers; while the multi-source method turned out to be less effective. The results of the second experiment revealed that children are able to us the known characters to learn to read new characters and similar characters; however, the effectness on constructing a vocabulary was not significant. We conclude these findings to suggest that children of as young as age 4 rely on very plain and specific information while learning to read Chinese characters. In addition, the most useful character information is the etymology of the orthography with clear visual representations. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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