Psychological Development and Education ›› 2002, Vol. 18 ›› Issue (2): 49-54.

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The Role of Pinyin in the Independent Reading of Chinese Children

WU Xin-chun1, ZHANG Jie1, SHU Hua1, LI Hong1, Richard C. Anderson2, LI Wen-ling2   

  1. 1. School of psychology, Beijing Normal University, 100875;
    2. Center for the Study of Reading, University of Illinois at Urbana Champaign, USA
  • Online:2002-04-15 Published:2002-04-15

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Abstract: Simulating the situation of children's independent reading in class,the present study investigates the roleof pinyin in the Chinese children's independent reading.The result indicates:(1) Children of 7-8 years old havethe potential of independent reading if provided proper reading materials.(2) Style of pinyin labeled influenceschildren's incidental learning.Possibility of incidental learning is highest under total pinyin condition and lowestunder partial pinyin condition.(3) For all ability level children,partial pinyin goes against their independent reading,and total pinyin is the best style of pinyin labeled in children's independent reading materials.

Key words: independent reading, incidental learning, pinyin

CLC Number: 

  • B844.1
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[1] TANG Shan, WU Xin-chun. The Effects of Shared-book Reading and Phonetic Instruction on the Pre-school Children’s Pinyin Skills and Phonological Awareness [J]. Psychological Development and Education, 2009, 25(2): 68-72.
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