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Peer reviewedShu, Hua; Chen, Xi; Anderson, Richard C.; Wu, Ningning; Xuan, Yue – Child Development, 2003
This study examined 2,570 Chinese characters taught in Chinese elementary schools. Findings indicated that visual complexity, phonetic regularity, and semantic transparency of characters increased from early to later grades. Characters introduced in first/second grade contained fewer strokes but were less likely to be regular or transparent than…
Descriptors: Beginning Reading, Chinese, Elementary Education, Foreign Countries
