Are Poor Chinese Text Comprehenders Also Poor in Written Composition?

Autor/inn/en	Guan, Connie Qun; Ye, Feifei; Meng, Wanjin; Leong, Che Kan
Titel	Are Poor Chinese Text Comprehenders Also Poor in Written Composition?
Quelle	In: Annals of Dyslexia, 63 (2013) 3-4, S.217-238 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-013-0081-0
Schlagwörter	Foreign Countries; Elementary School Students; Reading Comprehension; Writing (Composition); Comparative Analysis; Short Term Memory; Morphology (Languages); Expository Writing; Personal Narratives; Persuasive Discourse; Multiple Regression Analysis; Literary Genres; China + Suchen Sie Ihr Suchwort? Ausland; Leseverstehen; Schreibübung; Kurzzeitgedächtnis; Morphology; Morphologie; Erlebniserzählung; Persuasion; Persuasive Kommunikation; Literarische Form
Abstract	We studied the performance in three genres of Chinese written composition (narration, exposition, and argumentation) of 158 grade 4, 5, and 6 poor Chinese text comprehenders compared with 156 good Chinese text comprehenders. We examined text comprehension and written composition relationship. Verbal working memory (verbal span working memory and operation span working memory) and different levels of linguistic tasks--morphological sensitivity (morphological compounding and morphological chain), sentence processing (syntax construction and syntax integrity), and text comprehension (narrative and expository texts)--were used to predict separately narrative, expository, and argumentation written compositions in these students. Grade for grade, the good text comprehenders outperformed the poor text comprehenders in all tasks, except for morphological chain. Hierarchical multiple regression analyses showed differential contribution of the tasks to different genres of writing. In particular, text comprehension made unique contribution to argumentation writing in the poor text comprehenders. Future studies ashould ask students to read and write parallel passages in the same genre for better comparison and incorporate both instructional and motivational variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10