Contributions of Orthographic Awareness, Letter Knowledge, and Patterning Skills to Chinese Literacy Skills and Arithmetic Competence

Autor/inn/en	Liu, Catrina; Chung, Kevin Kien Hoa; Tang, Pui Man
Titel	Contributions of Orthographic Awareness, Letter Knowledge, and Patterning Skills to Chinese Literacy Skills and Arithmetic Competence
Quelle	In: Educational Psychology, 42 (2022) 5, S.530-548 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Catrina) ORCID (Chung, Kevin Kien Hoa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2060497
Schlagwörter	Literacy; Alphabets; Chinese; Reading Processes; Short Term Memory; Verbal Ability; Visual Perception; Spatial Ability; Orthographic Symbols; Pattern Recognition; Mathematics Skills; Arithmetic; Kindergarten; Predictor Variables; Outcomes of Education; Writing (Composition); Cognitive Ability; Correlation; Foreign Countries; Measures (Individuals); Hong Kong + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Buchstabenschrift; China; Chinesen; Leseprozess; Kurzzeitgedächtnis; Mündliche Leistung; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Mustererkennung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Prädiktor; Lernleistung; Schulerfolg; Schreibübung; Denkfähigkeit; Korrelation; Ausland; Messdaten; Hongkong
Abstract	This study investigated the unique contribution of orthographic awareness, letter knowledge, and patterning skills to early literacy and arithmetic competence. A total of 145 third-year kindergarten (K3) children (M[subscript age]: 73.43 months, SD = 5.36; 70 boys, 48%) from Hong Kong participated in this study. Children were assessed on their patterning skills, orthographic awareness, letter knowledge, verbal short-term working memory, visual-spatial perception, Chinese word reading, word writing, and arithmetic competence. With demographic variables and cognitive skills controlled, multilevel regression models indicated that patterning skills uniquely contributed to Chinese word reading and arithmetic competence but not to Chinese word writing. Orthographic awareness was a strong predictor of the three academic outcomes. Letter knowledge was significantly predictive of word reading and word writing but not of arithmetic competence. These findings highlight the differential roles of orthographic awareness, letter knowledge, and patterning skills in children's literacy and arithmetic skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01