Preliminary study of the effect of Incremental Rehearsal with a morphological component for teaching Chinese character recognition

Elena Kwong, Matthew K Burns

Research output: Contribution to journalArticlepeer-review

Abstract

The current study examined the effectiveness of Incremental Rehearsal (IR) for teaching Chinese character recognition using a single-case experimental design. In addition, a morphological component was added to standard IR procedures (IRM) to take into account the role of morphological awareness in Chinese reading. Three kindergarten students in Hong Kong who were learning Cantonese-Chinese were taught Chinese characters with IR and IRM over six weeks using two ABAB designs. The study found that both IR and IRM effectively increased retention and maintenance of Chinese characters.

Original languageEnglish (US)
Pages (from-to)627-643
Number of pages17
JournalSchool Psychology International
Volume37
Issue number6
DOIs
StatePublished - Dec 1 2016

Keywords

  • Chinese reading
  • incremental rehearsal
  • learning Chinese characters
  • morphology for Chinese
  • paried associative learning

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