The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The Difference between Emergency Remote Teaching and Online Learning
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2024) · Handbook of Research in Online Learning · doi:10.1163/9789004702813_021 · Cited by 6,253
Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review
Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.746289 · Cited by 588
Research works printed but not linked: 35
- Blikstad-Balas, M., Roe, A., Dalland, C. P., & Klette, K. (2022). Homeschooling in Norway During the Pandemic-Digital Learning with Unequal Access to Qualified Help at Home and Unequal Learning Opportunities Provided by the School. In F. M. Reimers (Ed.), Primary and Secondary Education During Covid-19. Disruptions to Educational Opportunity During a Pandemic (pp. 177–201). Springer. https://doi.org/10.1007/978-3-030-81500-4_7 · DOI
- Carroll, J. B. (1989). The Carroll model: A 25 year retrospective and prospective view. Educational Researcher, 18(1), 26–31. · DOI
- Cheng, X., Wu, K., & Wu, Y. (1994). 课堂教学中的社会互动 [Social interaction in classroom teaching]. 教育评论 [Education Review], 2, 37–41.
- Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. https://doi.org/10.1037/0033-295x.108.1.204 · DOI · Paper page
- Crosson, A., & Silverman, R. (2022). Impact of COVID-19 on early literacy instruction for emergent bilinguals. Reading Research Quarterly, 57(1), 5–14. https://doi-org.libezproxy.um.edu.mo/, https://doi.org/10.1002/rrq.456 · DOI
- Dai, Q. (1999). 汉字教与学 [Teaching and learning of Chinese characters]. 山东教育出版社 [Shandong Educational Press].
- Daniel, J. (2020). Education and the COVID-19 pandemic. Prospectus, 49, 91–96. · DOI · Paper page
- Esposito, S., Cotugno, N., & Principi, N. (2021). Comprehensive and safe school strategy during COVID-19 pandemic. Italian Journal of Pediatrics. https://doi.org/10.1186/s13052-021-00960-6 · DOI
- Graham, S. (2018). The writer(s)-within-community model of writing. Educational Psychologist, 53, 258–279. · DOI
- Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43, 277–303. · DOI
- Graham, S., & Harris, K. R. (2014). Conducting high quality writing intervention research: Twelve recommendations. Journal of Writing Research, 6, 89–123. · DOI
- Hsiang, T., Graham, S., Wang, Z., & Gong, Y. (2021). How Chinese characters are taught: An analysis of three popular textbooks. Tech Know Learn, 26, 355–381. https://doi.org/10.1007/s10758-021-09492-8 · DOI
- Hsiang, T. P., Graham, S., Wang, Z., Wang, C., & Skar, G. B. (2022). Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic. Reading and Writing, 35, 1975–2014. https://doi.org/10.1007/s11145-022-10288-0 · DOI
- Hu, B. & Zhou, C. (2020). 小学语文课程教学与设计 [Primary school Chinese curriculum teaching and design]. 苏州大学出版社 [Soochow University Press].
- Huber, S., Gunther, P., Scneider, N., Helm, C., Schwander, M., Schneider, J., & Pruitt, J. (2020). COVID-19 und aktuelle Herausforderungen in Schule und Bildung. https://www.waxmann.com/index.php?eID=download&buchnr=4216 · DOI
- Jiang, Y. (2018). 小学语文课程与教学导论 [Introduction to primary school Chinese curriculum and instruction]. 湖南师范大学出版社 [Hunan Normal University Press].
- Kong, M. Y. (2020). The association between children’s common Chinese stroke errors and spelling ability. Reading and Writing, 33(3), 635–670. https://doi.org/10.1007/s11145-019-09981-4 · DOI
- Liu, C. (2014). 中小学汉字教学研究 [Research on teaching Chinese characters in primary and secondary schools]. 南开大学出版社 [Nankai University Press].
- Liu, Y., Perfetti, C. A., & Hart, L. (2003). ERP evidence for the time course of graphic, phonological, and semantic information in Chinese meaning and pronunciation decisions. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29(6), 1231–1247. https://doi.org/10.1037/0278-7393.29.6.1231 · DOI
- Ministry of Education of the People’s Republic of China. (2016a). 义务教育教科书 语文 一年级下册 [Compulsory education textbook Chinese Second volume of Grade 1]. 人民教育出版社 [People’s Education Press].
- Ministry of Education of the People’s Republic of China. (2016b). 义务教育教科书 语文 二年级下册 [Compulsory education textbook Chinese Second volume of Grade 2]. 人民教育出版社 [People’s Education Press].
- Ministry of Education of the People’s Republic of China. (2022). 义务教育语文课程标准 (2022 年版) [Compulsory Education Chinese Language Curriculum Standards (2022 ed.)]. Beijing Normal University.
- Mittelhammer, R., Judge, G., & Miller, D. (2000). Econometric Foundations. Cambridge University Press.
- Pan, T. (2012). 小学语文课程教学原理 [Teaching principles of Chinese curriculum in primary schools]. 合肥工业大学出版社 [Hefei University of Technology Press].
- Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Review, 112(1), 43–59. https://doi.org/10.1037/0033-295x.112.1.43 · DOI
- Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103(1), 56–115. https://doi.org/10.1037/0033-295x.103.1.56 · DOI · Paper page
- Reimers, F. (2022). Learning from a pandemic: The impact of COVID-19 on education around the world. In F. Reimers (Ed.), Primary and secondary education during COVID-19 (pp. 1–37). Springer. · DOI
- Santangelo, T., & Graham, S. (2016). A comprehensive meta-analysis of handwriting instruction. Educational Psychology Review, 28, 225–265. · DOI
- Shen, X., & Zhao, C. (2015). 小学语文课程标准与教学 [Primary school Chinese curriculum standards and instruction]. 苏州大学出版社 [Soochow University Press].
- Shu, H., Anderson, R. C., & Zhang, H. C. (1995). Incidental learning of word meanings while reading: A Chinese and American cross-cultural study. Reading Research Quarterly, 30(1), 76–95. · DOI · Paper page
- Skar, G., Graham, S., & Huebner, A. (2022). The long-term effects of the COVID-19 pandemic on children’s writing: A follow-up replication study. Paper submitted for publication. · DOI
- Tse, S. K., Marton, F., Ki, W. W., & Loh, E. (2007). An integrative perceptual approach for teaching Chinese characters. Instructional Science, 35(5), 375–406. https://doi.org/10.1007/s11251-006-9011-4 · DOI
- Wang, J., & Leland, C. H. (2011). Beginning students’ perceptions of effective activities for Chinese character recognition. Reading in a Foreign Language, 23(2), 208–224.
- Xu, W. (2012). 小学语文课程与教学 [Primary school Chinese curriculum and instruction]. 江西高校出版社 [Jiangxi University and Colleges Press].
- Zhu, L., Han, R., & Chen, J. (2020). 疫情防控背景下 “停课不停学” 在线教学实践探索 [Study on online teaching practice of “Postponement of School without Suspension of Learning” in the context of epidemic prevention and control]. 中国教育信息化 [The Chinese Journal of ICT in Education], 7, 27–31.
Metadata
- Authors
- Zhou, Z., Graham, S., & Hsiang, T. P.
- Venue
- Reading and Writing
- Published
- 2022-12-23
- Volume
- 36
- Issue
- 9
- Pages
- 2465-2498
- ISSN
- 0922-4777
- 1573-0905
- Cited by
- 1
- References
- 2
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study. https://app.cochat.ai/papers/10.1007/s11145-022-10398-9
- The paper
- Zhou, Z., Graham, S., & Hsiang, T. P. (2023). Teaching Chinese characters to first and second graders during the first covid-19 school closure in China: an observational study. Reading and Writing. https://doi.org/10.1007/s11145-022-10398-9