Min Liu & Shiou-Yuan Chen University of Taipei The development of sub-character level orthographic knowledge in Taiwanese young children 1

Outline Introduction Results Conclusion Method 2

Infant are sensitive to auditory input Introduction Results Conclusion Method 3 (Kuhl, Andruski, Kozhevnikova, Ryskina, Stolyarova, Sundberg, & Lacerda, 1997)

About visual input, could young children find out patterns within the writing systems in their daily lives? Introduction Results Conclusion Method 4

Previous study showed that the exposure of the writing systems does matter (Miller, 2002) Visually resented dis-oriented Chinese characters and asked participants to correct them. No significant difference between Chinese children and American children when they are 4 years old. Chinese children performed better than their American peers when they are 5. Introduction Results Conclusion Method 5

Each writing system has its own orthography (McBride- Chang, 2004; Chen, Allport& Marshall,1996. ). English Alphabetic Combination of letters. e.g. eet v.s. eat Chinese Logographic Combination of different levels of units Character Radical/Component Sub-radical components strokes e.g. v.s 6 Introduction Results Conclusion Method

Chinese orthography A lthough the visual complexity of the Chinese writing system has been widely recognized in the literature, little is known about the units of character perception or how insight into the architecture of Chinese characters develops in children (Anderson, Ku, Li, Chen, Wu, & Shu, 2013, p.41). I mportance of orthographic knowledge for Chinese reading development (e.g., Ho, Yao, & Au, 2003; Leong, Tse, Loh, & Ki, 2011; Tong, McBride-Chang, Shu, & Wong, 2009; Anderson, Ku, Li, Chen, Wu, & Shu, 2013). W ord recognition R eading proficiency 7 Introduction Results Conclusion Method

今 美 8 Introduction Results Conclusion Method

우 9 Introduction Results Conclusion Method

Previous research about Chinese Orthography Adult (e.g., Feldman & Siok, 1997, 1999; Taft & Zhu, 1997; Chen & Allport, 1995; Chen, Allport, & Marshall, 1996) Children (e.g., Tong, McBride-Chang, Shu, & Wong, 2009; Anderson, Ku, Li, Chen, Wu, & Shu, 2013) Young children Hong Kong (e.g., Ho, Yao, & Au, 2003; Tse, Loh, & Ki, 2011; Tong, McBride-Chang, Shu, & Wong, 2009) U.S.(Miller,2002) Young children in Taiwan Our participants received no formal instructions of reading and writing in public kindergarten to test the development of orthographic awareness before children formally lean to read and write. 10 Introduction Results Conclusion Method

Outline Introduction Results Conclusion Method 11

Participants From a public elementary school and its affiliate kindergarten in Taipei, Taiwan. 99 second graders, age from 7 to 8 (M=7.8). 75 kindergarteners, age from 4.5 to 6 (M=5.3). No formal course of learning to read and write characters 12 Introduction Results Conclusion Method

Material and Procedure Each participant were individually tested on two tests: (a)Component position awareness test: 40 pseudo- characters and 40 characters were visually presented one at a time, children were asked to decide whether it is a Chinese character. Pseudo-characters were divided into four groups by two factors: (i)numbers of component position violation (1 or 2) (ii)character structures (vertical or horizontal ). Characters were divided into four groups by two factors: (i)Frequency (high or low) (ii)character structures (vertical or horizontal) 13 Introduction Results Conclusion Method

14 Introduction Results Conclusion Method

Material and Procedure (b)Character recognition test :72 trials, in each trial, four characters were visually presented, the experimenter sounded out one and asked the children to point it out. 一三 二四 15 Introduction Results Conclusion Method

Outline Introduction Results Conclusion Method 16

17 Introduction Results Conclusion Method Characters Pseudo-characters component violation Frequency 21 Word recognition processing. Orthographic knowledge LF HF

Pseudo-characters : N=174 *** 18 Introduction Results Conclusion Method

Characters: N= *** Introduction Results Conclusion Method

Second grader 20 HF LF 1component violation 2component violation

Preschooler 21 LF 2component violation 1component violation HF

22 N=26 d’=<0 TONI Word recognition ability ** PPVT * Beta Age N=49 d’>0 Introduction Results Conclusion Method

Outline Introduction Results Conclusion Method 23

Pseudo-characters with more violations are more likely to be rejected as characters. Without formal reading instruction, some preschooler have sub-character level orthographic awareness. Word recognition ability, and PPVT performance are related to Chinese orthographic awareness. 24 Introduction Results Conclusion Method.

Thank you 25