Abstract
The purpose of this chapter is to discuss character and word reading in Chinese children as a cognitive and psycholinguistic process within a componential information processing framework. This chapter discusses the role of phonological, orthographic, and morphological components essential to Chinese reading acquisition. The intent is to show cognitive and psycholinguistic processes that are universal to reading different writing systems and those that are specific to reading the morphosyllabic Chinese.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
