Connie Suk?Han Ho|Ting-Ting Ng|Wing-Kin Ng
A “Radical” Approach to Reading Development in Chinese: The Role of Semantic Radicals and Phonetic Radicals
University of Hong Kong
two studies investigating significance radical knowledge chinese reading development reported paper study 1 examined semantic radical knowledge 20 grade 1 20 grade 3 20 grade 5 chinese children hong kong found various types semantic radical knowledge including position semantic category semantic radicals correlated significantly chinese word reading sentence comprehension study 2 examined phonetic radical knowledge another three groups 20 chinese children grades 1 3 5 respectively found various measures phonetic radical knowledge including function sound value phonetic radicals correlated significantly chinese word reading studies found developmentally children started acquiring knowledge character structure position semantic category sound value radicals grade 1 however understand function semantic radicals provide meaning cues reading grade 3 authors concluded radical important orthographic processing unit reading development chinese