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

Modeling the relationships between cognitive-linguistic skills and writing in Chinese among... The 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

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

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Publisher
Springer Netherlands
Copyright
Copyright © 2012 by The Author(s)
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-012-9411-6
Publisher site
See Article on Publisher Site

Abstract

The 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.

Journal

Reading and WritingSpringer Journals

Published: Sep 16, 2012

References

  • Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study
    Babayiğit, S; Stainthorp, R

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