An Empirical Study on the Influence of Phonetic Annotation Methods on New-Character Words Learning of Children in Senior Grade of Primary School

This study investigated the accurate labelling of Pinyin to enhance the acquisition of new-character words by fourth-grade students and to facilitate scientific annotation of supplementary reading materials for children. Using E-Prime 2.0, we examined the effect of different Pinyin presentation methods on the reading performance of elementary school students. The main findings indicated that (1) marking only new-character words with Pinyin significantly enhances students’ reading speed, compared to reading sentences with full-sentence annotation; (2) the placement of Pinyin above or below the Chinese character has no effect on students’ reading speed.