Spring 2018

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)


Teacher Education


In Chinese language learning, knowledge of character- and word- morphology has facilitated learning to read and write Chinese characters. Furthermore, the implementation of Incremental Rehearsal with a morphological component (IRM) has been found to effectively increase children’s Chinese character recognition. This study investigated the effects of IRM as an intervention in increasing Chinese character recognition for three level 3 Chinese language learners (ages 9-12) in a non-profit school, using an A-B single case design. The results indicated that the implementation of the IRM successfully contributed to increasing Chinese character recognition for all three participants. In addition, there was an upward trend in the data for each participant from baseline to the IRM intervention phase. Findings revealed no overlapping data for two participants and 83% non-overlapping data for one participant between baseline and intervention, indicating a functional relationship between implementation of IRM and character recognition increase. Therefore, the IRM was an effective intervention to increase Chinese character recognition.