- Oxford Library of Psychology
- The Oxford Handbook of Reading
- Oxford Library of Psychology
- About the Editors
- The Oxford Handbook of Reading: Setting the Stage
- Writing Systems: Their Properties and Implications for Reading
- Visual Word Recognition
- The Work of the Eyes During Reading
- Visual Word Recognition in the Bayesian Reader Framework
- Neighborhood Effects in Visual Word Recognition and Reading
- Cross-Linguistic Perspectives on Letter-Order Processing: Empirical Findings and Theoretical Considerations
- The Nature of Lexical Representation in Visual Word Recognition
- Are Polymorphemic Words Processed Differently From Other Words During Reading?
- Individual Differences Among Skilled Readers: The Role of Lexical Quality
- What Does Acquired Dyslexia Tell Us About Reading in the Mind and Brain?
- Literacy and Literacy Development in Bilinguals
- The Role of Sound in Silent Reading
- Reading Sentences: Syntactic Parsing and Semantic Interpretation
- Models of Discourse Comprehension
- The Role of Words in Chinese Reading
- How Is Information Integrated Across Fixations in Reading?
- Direct Lexical and Nonlexical Control of Fixation Duration in Reading
- E-Z Reader: An Overview of the Model and Two Recent Applications
- How Children Learn to Read Words
- Children’s Spelling Development: Theories and Evidence
- Learning to Read and Spell Words in Different Writing Systems
- Children’s Reading Comprehension and Comprehension Difficulties
- Development of Dyslexia
- How Learning to Read Influences Language and Cognition
- Young Children’s Home Literacy Experiences
- Primary Grade Reading Instruction in the United States
- African American English and Its Link to Reading Achievement
- Teachers’ Knowledge About Beginning Reading Development and Instruction
- Adolescent Literacy: Development and Instruction
- Name Index
- Subject Index
Abstract and Keywords
The Chinese writing system (and the underlying language) is different from European writing systems (and their underlying languages) in many ways. The most obvious difference is the nonalphabetic form of the Chinese written language, although there are also differences in relation to representations of lexicality, grammaticality, and phonological form. This chapter focuses on issues associated with the nonalphabetic nature of the written form of Chinese and the fact that words are not demarcated by spaces. Despite the surface differences in the orthographies between European languages and Chinese, there is considerable evidence to show that the word is a salient unit for Chinese readers. Properties of words (such as word frequency) as well as character properties (such as character frequency) affect measures of reading time and also affect where eye movements are targeted when passages of text are being read for meaning.
Xingshan Li, Institute of Psychology, Chinese Academy of Science
Chuanli Zang is a member of the Academy of Psychology and Behavior at Tianjin Normal University in China
Simon P. Liversedge, University of Southampton
Alexander Pollatsek, Department of Psychology, University of Massachusetts, Amherst, Amherst, MA
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