A Simple View of Writing in Chinese

Autor/inn/en	Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa
Titel	A Simple View of Writing in Chinese
Quelle	In: Reading Research Quarterly, 52 (2017) 3, S.333-355 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.173
Schlagwörter	Chinese; Foreign Countries; Elementary School Students; Writing (Composition); Student Attitudes; Nonverbal Ability; Thinking Skills; Writing Skills; Spelling; Handwriting; Oral Language; Syntax; Short Term Memory; Grade 1; Grade 3; Grade 5; Multiple Regression Analysis; Predictor Variables; Interaction; Age Differences; Cognitive Ability; Language Skills; Structural Equation Models; Hong Kong + Suchen Sie Ihr Suchwort? China; Chinesen; Ausland; Schreibübung; Schülerverhalten; Denkfähigkeit; Writing skill; Schreibfertigkeit; Schreibweise; Handschrift; Oral interpretation; Mündlicher Sprachgebrauch; Kurzzeitgedächtnis; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Prädiktor; Interaktion; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz; Hongkong
Abstract	This study examined the Chinese written composition development of elementary-grade students in relation to the simple view of writing. Measures of nonverbal reasoning ability, component skills of transcription (stroke sequence knowledge, word spelling, and handwriting fluency), oral language (definitional skill, oral narrative skills, and syntactic skills), working memory, and Chinese written composition were administered to 249 Chinese students in grades 1, 3, and 5 in Hong Kong. Hierarchical multiple regression results showed that transcription skills (word spelling and handwriting fluency), syntactic skills, and working memory were unique predictors of Chinese written composition after controlling for nonverbal reasoning ability. No interaction effect of grade and cognitive-linguistic skills contributed a significant amount of unique variance to Chinese written composition. The structural equation modeling results showed that the postulated simple view of writing in Chinese can be used to theorize the findings on the cognitive processes involved in Chinese writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01