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| Autor/inn/en | Mo, Jianhong; McBride, Catherine; Yip, Laiying |
|---|---|
| Titel | Identifying the Unique Role of Orthographic Working Memory in a Componential Model of Hong Kong Kindergarteners' Chinese Written Spelling |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 5, S.1083-1108 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Mo, Jianhong) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-018-9829-6 |
| Schlagwörter | Role; Short Term Memory; Psychomotor Skills; Semantics; Structural Equation Models; Chinese; Spelling; Correlation; Kindergarten; Foreign Countries; Written Language; Task Analysis; Psycholinguistics; Duplication; Orthographic Symbols; Hong Kong |
| Abstract | We sought to test a componential model of Chinese written spelling, including the role of orthographic working memory (OWM), among Hong Kong kindergartners. One hundred seventeen kindergartners were recruited. OWM was measured using a visual orthographic judgment and a delayed copying task. Orthographic knowledge, semantic knowledge, and visual-motor skills were assessed via a set of cognitive-linguistic measures. Model comparison yielded the best fitting measurement model, which consisted of four factors, namely, OWM, orthographic knowledge, semantic knowledge, and visual-motor skills. A structural equation model indicated that 79% of the variance in Chinese spelling could be explained by these four factors. OWM was the strongest correlate of Chinese written spelling. These results highlight the fact that OWM is a predominant and distinctive correlate of Chinese written spelling acquisition. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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