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Article: Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

TitleModeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students
Authors
KeywordsChinese
Handwriting
Ideation
Spelling
Text Writing
Issue Date2013
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0922-4777
Citation
Reading And Writing, 2013, v. 26 n. 7, p. 1195-1221 How to Cite?
AbstractThe present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children's transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1-4 while ideation in grade 1 only contributed to text writing in grade 2. Stroke order knowledge was shown as an important handwriting skill in Chinese reflecting the characteristics of the Chinese orthography. A model of Chinese writing in early elementary grades was proposed. In the model, orthographic knowledge, morphological awareness and handwriting skills are proposed to contribute to spelling which is correlated with text writing. Handwriting skills, ideation, and syntactic skills were found to contribute to text writing. Path analysis results suggest that the longitudinal relationship between spelling and text writing is bidirectional. © 2012 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/175540
ISSN
2015 Impact Factor: 1.308
2015 SCImago Journal Rankings: 1.332
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYeung, Psen_US
dc.contributor.authorHo, CShen_US
dc.contributor.authorChan, DWoen_US
dc.contributor.authorChung, KKhen_US
dc.date.accessioned2012-11-26T08:59:07Z-
dc.date.available2012-11-26T08:59:07Z-
dc.date.issued2013en_US
dc.identifier.citationReading And Writing, 2013, v. 26 n. 7, p. 1195-1221en_US
dc.identifier.issn0922-4777en_US
dc.identifier.urihttp://hdl.handle.net/10722/175540-
dc.description.abstractThe present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children's transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1-4 while ideation in grade 1 only contributed to text writing in grade 2. Stroke order knowledge was shown as an important handwriting skill in Chinese reflecting the characteristics of the Chinese orthography. A model of Chinese writing in early elementary grades was proposed. In the model, orthographic knowledge, morphological awareness and handwriting skills are proposed to contribute to spelling which is correlated with text writing. Handwriting skills, ideation, and syntactic skills were found to contribute to text writing. Path analysis results suggest that the longitudinal relationship between spelling and text writing is bidirectional. © 2012 The Author(s).en_US
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0922-4777en_US
dc.relation.ispartofReading and Writingen_US
dc.subjectChineseen_US
dc.subjectHandwritingen_US
dc.subjectIdeationen_US
dc.subjectSpellingen_US
dc.subjectText Writingen_US
dc.titleModeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades studentsen_US
dc.typeArticleen_US
dc.identifier.emailYeung, Ps: patcyy@hkucc.hku.hken_US
dc.identifier.emailHo, CSh: shhoc@hkucc.hku.hken_US
dc.identifier.authorityYeung, Ps=rp00641en_US
dc.identifier.authorityHo, CSh=rp00631en_US
dc.description.naturelink_to_OA_fulltexten_US
dc.identifier.doi10.1007/s11145-012-9411-6en_US
dc.identifier.scopuseid_2-s2.0-84879780157en_US
dc.identifier.hkuros213363-
dc.identifier.spage1en_US
dc.identifier.epage27en_US
dc.identifier.isiWOS:000321116300006-
dc.publisher.placeNetherlandsen_US
dc.identifier.scopusauthoridYeung, Ps=36463034100en_US
dc.identifier.scopusauthoridHo, CSh=35095289900en_US
dc.identifier.scopusauthoridChan, DWo=55094576400en_US
dc.identifier.scopusauthoridChung, KKh=55243472200en_US
dc.identifier.citeulike11280250-

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