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 language | English (US) |
|---|---|
| Pages (from-to) | 627-643 |
| Number of pages | 17 |
| Journal | School Psychology International |
| Volume | 37 |
| Issue number | 6 |
| DOIs | |
| State | Published - Dec 1 2016 |
Bibliographical note
Publisher Copyright:© 2016, © The Author(s) 2016.
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Chinese reading
- incremental rehearsal
- learning Chinese characters
- morphology for Chinese
- paried associative learning
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