American Children with Reading Problems Can Easily Learn to Read English Represented by Chinese Characters

@article{citeulike:2354167, abstract = {With 2.5 to 5.5 hours of tutoring, eight second-grade inner-city school children with clear reading disability were taught to read English material written as 30 different Chinese characters. This accomplishment eliminates certain general interpretations of dyslexia, for example, as a visual-auditory memory deficit. The success of this program can be attributed to the novelty of the Chinese orthography and to the fact that Chinese characters map into speech at the level of words rather than of phonemes. It is proposed that much reading disability can be accounted for in terms of the highly abstract nature of the phoneme (the critical unit of speech in alphabetic systems) and that an intermediate unit, such as the syllable, might well be used to introduce reading. 10.1126/science.171.3977.1264}, author = {Rozin, Paul and Poritsky, Susan and Sotsky, Raina }, citeulike-article-id = {2354167}, doi = {http://dx.doi.org/10.1126/science.171.3977.1264}, journal = {Science}, keywords = {chinese, dyslexia, english, history, instruction, literacy, orthography, reading, reading\_disability}, month = {March}, number = {3977}, pages = {1264--1267}, posted-at = {2008-02-08 16:51:20}, priority = {0}, title = {American Children with Reading Problems Can Easily Learn to Read English Represented by Chinese Characters}, url = {http://dx.doi.org/10.1126/science.171.3977.1264}, volume = {171}, year = {1971} }

TY - JOUR ID - citeulike:2354167 L3 - citeulike-article-id:2354167 TI - American Children with Reading Problems Can Easily Learn to Read English Represented by Chinese Characters JF - Science VL - 171 IS - 3977 SP - 1264 EP - 1267 N2 - With 2.5 to 5.5 hours of tutoring, eight second-grade inner-city school children with clear reading disability were taught to read English material written as 30 different Chinese characters. This accomplishment eliminates certain general interpretations of dyslexia, for example, as a visual-auditory memory deficit. The success of this program can be attributed to the novelty of the Chinese orthography and to the fact that Chinese characters map into speech at the level of words rather than of phonemes. It is proposed that much reading disability can be accounted for in terms of the highly abstract nature of the phoneme (the critical unit of speech in alphabetic systems) and that an intermediate unit, such as the syllable, might well be used to introduce reading. 10.1126/science.171.3977.1264 KW - chinese KW - dyslexia KW - english KW - history KW - instruction KW - literacy KW - orthography KW - reading KW - reading_disability AU - Rozin, Paul AU - Poritsky, Susan AU - Sotsky, Raina PY - 1971/03/26/ UR - http://dx.doi.org/10.1126/science.171.3977.1264 ER -