| About the authors |
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xv | |
| Preface |
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xvii | |
| Acknowledgements |
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xix | |
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Chapter 1 Introduction How many Chinese, Koreans, and Japanese? |
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1 | (18) |
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How are the three peoples related? |
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2 | (2) |
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4 | (1) |
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Phoneme, syllable, onset-rime, and body-coda |
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5 | (2) |
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7 | (1) |
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8 | (2) |
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Writing systems, their development and interrelations |
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10 | (4) |
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Scripts and literacy: A preview |
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14 | (2) |
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Chinese, Korean, and Japanese in Roman letters |
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16 | (1) |
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A few words about experiments on reading |
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17 | (1) |
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How the hook is organized |
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18 | (1) |
| Part I. Chinese China and Chinese |
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19 | (136) |
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21 | (16) |
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Standard language and "dialects" |
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21 | (1) |
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22 | (3) |
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Morphemes: Words or word parts |
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25 | (2) |
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Constructing two-morpheme words |
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27 | (2) |
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29 | (1) |
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30 | (2) |
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Full words, empty words, and classifiers |
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32 | (2) |
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34 | (3) |
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Chapter 3 Chinese characters: Hanzi |
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37 | (19) |
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37 | (2) |
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Evolution of characters' styles |
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39 | (4) |
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43 | (2) |
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Six categories of characters |
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45 | (3) |
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48 | (2) |
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Strokes and shapes of characters |
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50 | (2) |
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Complex vs simple characters |
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52 | (4) |
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Chapter 4 Meaning representation in characters |
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56 | (19) |
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Pictographs and indicators |
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56 | (1) |
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Radicals and semantic radicals |
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57 | (3) |
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60 | (3) |
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Compound words and idioms |
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63 | (3) |
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Characters for abbreviations |
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66 | (1) |
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67 | (1) |
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68 | (3) |
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Magical quality of characters |
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71 | (1) |
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Characters understood across times and places |
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72 | (3) |
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Chapter 5 Sound representation by characters |
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75 | (10) |
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75 | (2) |
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77 | (3) |
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Polyphonic, unpronounced, or homophonic characters |
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80 | (2) |
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Phonetic loans and Fanqie |
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82 | (1) |
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Phonetic scripts for Chinese |
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83 | (2) |
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Chapter 6 History of education and literacy in China |
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85 | (27) |
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Confucianism and Confucian classics |
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85 | (4) |
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The civil-service examination system |
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89 | (3) |
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92 | (3) |
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Invention of paper and printing |
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95 | (2) |
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97 | (6) |
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Traditional and pre-1949 education |
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103 | (3) |
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In women ignorance was virtue |
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106 | (2) |
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History and degrees of literacy |
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108 | (4) |
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Chapter 7 Reforming spoken and written Chinese |
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112 | (18) |
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Mandarin and Putonghua (common speech) |
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112 | (2) |
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Literary vs vernacular language |
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114 | (4) |
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Rationalizing the Chinese writing system 116 |
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How characters are simplified |
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118 | (3) |
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Romanization, Zhuyin Fuhao, and Pinyin |
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121 | (4) |
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Computerizing Chinese characters |
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125 | (3) |
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Keep or abandon characters? |
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128 | (2) |
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Chapter 8 School, and learning to read in Chinese |
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130 | (25) |
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Primary and secondary schools: Growing, if unequally |
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130 | (2) |
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132 | (1) |
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Should preschoolers be taught to read? |
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133 | (2) |
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How Hanzi are taught to preschoolers |
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135 | (1) |
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Teaching Hanzi (and English) in Chinese-speaking regions |
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136 | (1) |
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How Hanzi are taught in school in China |
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137 | (4) |
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Semantic radicals and phonetic radicals |
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141 | (1) |
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142 | (3) |
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Morphological (and phonological) awareness |
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145 | (2) |
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Visual and orthographic processing |
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147 | (2) |
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Developmental dyslexia or reading difficulty |
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149 | (4) |
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153 | (2) |
| Part II. Korean Korea and Koreans |
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155 | (100) |
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Chapter 9 Korean language |
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157 | (15) |
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Speech sounds and syllables |
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157 | (2) |
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159 | (1) |
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160 | (2) |
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Native words vs Sino-Korean words |
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162 | (3) |
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European (and Japanese) loan words |
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165 | (1) |
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166 | (1) |
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Content words, grammatical morphemes, and sentences |
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167 | (2) |
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Speech levels and honorifics |
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169 | (3) |
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Chapter 10 Hancha: Chinese characters |
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172 | (8) |
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172 | (1) |
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Complicated Hancha use in the past |
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173 | (3) |
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Hancha use in the present |
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176 | (2) |
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Misguided attempts to abolish Hancha |
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178 | (2) |
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Chapter 11 Han'gul: Alphabetic syllabary |
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180 | (19) |
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Creation and adoption of Han'gul |
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180 | (2) |
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182 | (4) |
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186 | (3) |
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Varied shapes and complexity of syllable blocks |
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189 | (1) |
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Linear vs packaged arrangement of Han'gul letters |
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190 | (2) |
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Changes in Han'gul since its creation |
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192 | (2) |
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Was Han'gul an original creation? |
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194 | (3) |
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Han'gul, an alphabetic syllabary or alpha-syllabary |
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197 | (2) |
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Chapter 12 Learning and using Han'gul |
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199 | (24) |
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Teaching Han'gul as an alphabet or a syllabary |
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199 | (1) |
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Preschoolers learn Han'gul |
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200 | (2) |
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Schoolchildren learn to read in Hangul |
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202 | (1) |
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Instruction in Han'gul spelling |
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203 | (3) |
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Han'gul spelling vs romanized spelling |
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206 | (2) |
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Phonological awareness and salience of syllable |
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208 | (4) |
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212 | (2) |
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Hangul letters: Names, sounds, and order |
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214 | (2) |
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216 | (1) |
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217 | (6) |
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Chapter 13 Why should Hancha be kept? |
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223 | (13) |
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223 | (4) |
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Disadvantages of not knowing Hancha |
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227 | (1) |
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228 | (3) |
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Hancha-Hangul mixed vs all-Hangul text |
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231 | (2) |
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Hancha teaching in secondary school |
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233 | (1) |
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Streamline and keep Hancha |
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234 | (2) |
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Chapter 14 History of education and literacy in Korea |
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236 | (19) |
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Civil service examination in Korea |
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236 | (1) |
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237 | (2) |
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239 | (2) |
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Education in S. Korea today |
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241 | (5) |
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Printing and publications |
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246 | (4) |
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250 | (3) |
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253 | (2) |
| Part III. Japanese Japan and Japanese |
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255 | (110) |
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Chapter 15 Japanese language |
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257 | (14) |
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Speech sounds, syllables, and moras |
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257 | (3) |
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Composition of Japanese vocabulary |
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260 | (1) |
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Japanese native vs Sino-Japanese (S-J) words |
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260 | (3) |
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European and English loan words |
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263 | (3) |
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266 | (1) |
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Content words and grammatical morphemes |
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267 | (1) |
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268 | (3) |
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Chapter 16 Kanji: Chinese characters |
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271 | (13) |
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Indigenous Japanese scripts? |
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271 | (1) |
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Introduction and spread of Kanji |
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272 | (2) |
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Kanji uses in different times |
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274 | (2) |
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Kanji readings: On/Chinese and Kun/Japanese |
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276 | (2) |
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Two-Kanji words: Readings |
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278 | (2) |
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Kanji, Hancha, and Hanzi compared |
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280 | (4) |
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Chapter 17 Kana: Japanese syllabary |
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284 | (10) |
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Kana: Origin and development |
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284 | (2) |
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Kana graphs: Number and order |
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286 | (2) |
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288 | (2) |
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Furigana or annotating Kana |
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290 | (2) |
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Katakana for foreign loan words |
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292 | (2) |
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Chapter 18 Roma* Roman letters |
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294 | (9) |
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Romaji for European words and foreigners |
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294 | (2) |
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Romaji styles: Hepburn, Japanese, and Cabinet |
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296 | (2) |
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Should Romaji replace the Japanese scripts? |
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298 | (1) |
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299 | (4) |
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Chapter 19 Why keep Kanji? |
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303 | (19) |
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Kanji differentiate homophones |
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303 | (2) |
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Meanings of Kanji words are grasped well |
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305 | (1) |
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306 | (3) |
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Kanji for technical terms and abbreviations |
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309 | (2) |
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Kanji stand out in mixed-script text |
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311 | (2) |
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313 | (1) |
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314 | (1) |
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Typing and word processing |
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315 | (2) |
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Kanji use declined and then stabilized |
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317 | (5) |
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Chapter 20 History of mass literacy in Japan |
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322 | (11) |
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322 | (1) |
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323 | (4) |
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Mass literacy after World War II |
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327 | (2) |
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History of books and publications |
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329 | (2) |
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331 | (2) |
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Chapter 21 Learning and using Kanji and Kana |
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333 | (19) |
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Preschoolers acquire reading |
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333 | (2) |
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Kana and Kanji teaching in school |
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335 | (2) |
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Textbooks for reading instruction |
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337 | (3) |
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Kanji vs Kana: Naming and extracting meaning |
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340 | (3) |
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How well are Kanji read and written? |
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343 | (2) |
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Dyslexia or poor reading in Japanese |
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345 | (7) |
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Chapter 22 The Japanese educational system |
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352 | (13) |
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Primary and secondary school: Overview |
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352 | (3) |
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Preschool and primary school |
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355 | (1) |
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356 | (1) |
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357 | (1) |
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Japanese education: Problems and promises |
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358 | (3) |
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361 | (4) |
| Part IV. Common issues |
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Chapter 23 Eye movements and text writing in East Asia |
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365 | (15) |
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Eye movements in reading English text |
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365 | (2) |
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Eye movements in Chinese reading |
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367 | (2) |
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Eye movements in Japanese and Korean reading |
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369 | (3) |
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Conventions in writing/reading directions |
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372 | (2) |
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Punctuation marks and spacing |
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374 | (3) |
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Prose and paragraph structure |
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377 | (3) |
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Chapter 24 Reading and the brain |
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380 | (15) |
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Human brain: Structures and functions |
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380 | (3) |
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Brain processing when reading in Roman alphabets |
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383 | (3) |
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Brain processing when reading in East Asian scripts |
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386 | (9) |
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Chapter 25 East Asian students in international tests |
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395 | (10) |
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Programme for International Student Assessment (PISA) |
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395 | (1) |
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Top Ten in the 2006, 2009, and 2012 assessments |
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396 | (2) |
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PISA results: Some details |
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398 | (1) |
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Factors that may not influence achievement |
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399 | (1) |
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Factors that influence achievement sometimes |
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400 | (1) |
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401 | (4) |
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Chapter 26 Logographic characters vs phonetic scripts |
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405 | (16) |
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Logography, alphabet, and syllabary |
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405 | (1) |
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Direct vs indirect access to meaning and sound |
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406 | (1) |
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Words in logography vs phonetic script: Reading aloud |
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407 | (2) |
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Logography vs phonetic script: Meaning extraction |
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409 | (2) |
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Flexible routes to sounds and meanings of words |
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411 | (2) |
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Logography vs phonetic script: Remembering |
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413 | (2) |
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Logography vs phonetic script: Learning to read |
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415 | (1) |
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Alphabet vs logography for science |
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416 | (2) |
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Effects of scripts and literacy on cognition |
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418 | (3) |
| Afterthoughts |
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421 | (2) |
| Glossary |
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423 | (16) |
| Bibliography |
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439 | (24) |
| Name index |
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463 | (8) |
| Subject index |
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471 | |
