This article delves into the challenges faced by children in third grade and below and those with severe dyslexia when learning Chinese. Previous literature has highlighted the significance of phonetic radicals in Chinese characters, often drawing comparisons with the regularity and consistency effects observed in English. However, upon closer examination of the Chinese characters learned by children before the third grade, it becomes apparent that the regularity of phonetic radicals alone is insufficient for accurate pronunciation, and children may not necessarily rely on them to derive the pronunciation of the entire character. The discussion emphasizes the structural characteristics of Chinese characters learned before the third grade, potential biases in character recognition assessments, and the cognitive factors that demand attention. Furthermore, the article advocates for a focus on research about teaching interventions and the optimal timing for developing various cognitive skills in promoting reading development, including phonological awareness, orthographic awareness, and morphological awareness, which impact different aspects of reading proficiency.