This article discusses a study investigating young Chinese children’s development of orthographic processing and the factors that contribute to development. The investigation was carried out in both China and Canada to examine the effect of language learning contexts on the development of orthographic processing. The children's Chinese and English orthographic discrimination, radical position awareness, phonological awareness, character reading, and rapid digit naming were tested twice, about one year apart, and the results were compared. The article concludes from the results of the study that the language learning environment has a significant impact on the development of orthographic processing.

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