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Article: Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6

TitleLongitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6
Authors
KeywordsChinese
syntactic skills
writing
Issue Date2020
PublisherWiley for United Kingdom Literacy Association. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9817
Citation
Journal of Research in Reading, 2020, v. 43 n. 2, p. 201-228 How to Cite?
AbstractBackground: Studies have shown that word dictation and syntactic skills are significant predictors of written composition performance among Chinese children in elementary grades. However, there is a paucity of research on the bidirectional relationships between these two cognitive‐linguistic skills (i.e., word dictation and syntactic skills) and Chinese writing skills. Methods: This paper reports the findings of a 1‐year longitudinal study tracking the developmental patterns of Chinese writing among students in Grades 3 and 5 in Hong Kong. The participants were administered tasks involving cognitive‐linguistic skills (working memory, word dictation and syntactic skills) and writing skills (narrative writing and expository writing). Results: Multiple regression analysis revealed that word dictation and syntactic skills in Grades 3 and 5 were significant longitudinal predictors of Chinese written composition performance in Grade 4 and Grade 6. Syntactic skills, but not word dictation, contributed a significant amount of unique variance to writing performance after controlling for the autoregressor effect of writing. The results also showed that written composition performance in Grades 3 and 5 contributed unique variance to individual differences in syntactic skills in Grades 4 and 6, after controlling for syntactic skills in the preceding year and other cognitive‐linguistic variables. Conclusion: The patterns of results underscore the significance of syntactic skills in Chinese written composition in upper elementary grades and the bidirectional relationship between syntactic skills and written composition in Chinese.
Persistent Identifierhttp://hdl.handle.net/10722/280959
ISSN
2023 Impact Factor: 2.0
2023 SCImago Journal Rankings: 1.133
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorYeung, P-S-
dc.contributor.authorHo, CS-H-
dc.contributor.authorChan, DW-O-
dc.contributor.authorChung, KK-H-
dc.date.accessioned2020-02-25T07:43:17Z-
dc.date.available2020-02-25T07:43:17Z-
dc.date.issued2020-
dc.identifier.citationJournal of Research in Reading, 2020, v. 43 n. 2, p. 201-228-
dc.identifier.issn0141-0423-
dc.identifier.urihttp://hdl.handle.net/10722/280959-
dc.description.abstractBackground: Studies have shown that word dictation and syntactic skills are significant predictors of written composition performance among Chinese children in elementary grades. However, there is a paucity of research on the bidirectional relationships between these two cognitive‐linguistic skills (i.e., word dictation and syntactic skills) and Chinese writing skills. Methods: This paper reports the findings of a 1‐year longitudinal study tracking the developmental patterns of Chinese writing among students in Grades 3 and 5 in Hong Kong. The participants were administered tasks involving cognitive‐linguistic skills (working memory, word dictation and syntactic skills) and writing skills (narrative writing and expository writing). Results: Multiple regression analysis revealed that word dictation and syntactic skills in Grades 3 and 5 were significant longitudinal predictors of Chinese written composition performance in Grade 4 and Grade 6. Syntactic skills, but not word dictation, contributed a significant amount of unique variance to writing performance after controlling for the autoregressor effect of writing. The results also showed that written composition performance in Grades 3 and 5 contributed unique variance to individual differences in syntactic skills in Grades 4 and 6, after controlling for syntactic skills in the preceding year and other cognitive‐linguistic variables. Conclusion: The patterns of results underscore the significance of syntactic skills in Chinese written composition in upper elementary grades and the bidirectional relationship between syntactic skills and written composition in Chinese.-
dc.languageeng-
dc.publisherWiley for United Kingdom Literacy Association. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9817-
dc.relation.ispartofJournal of Research in Reading-
dc.rightsPreprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article]. Authors are not required to remove preprints posted prior to acceptance of the submitted version. Postprint This is the accepted version of the following article: [full citation], which has been published in final form at [Link to final article].-
dc.subjectChinese-
dc.subjectsyntactic skills-
dc.subjectwriting-
dc.titleLongitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6-
dc.typeArticle-
dc.identifier.emailYeung, P-S: patcyy@hku.hk-
dc.identifier.emailHo, CS-H: shhoc@hkucc.hku.hk-
dc.identifier.authorityYeung, P-S=rp00641-
dc.identifier.authorityHo, CS-H=rp00631-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/1467-9817.12298-
dc.identifier.scopuseid_2-s2.0-85079702736-
dc.identifier.hkuros309245-
dc.identifier.volume43-
dc.identifier.issue2-
dc.identifier.spage201-
dc.identifier.epage228-
dc.identifier.isiWOS:000522534400003-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0141-0423-

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