The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades

• PUI-SZE YEUNG ^[1] ; CONNIE SUK-HAN HO ^[1] ; DAVID WAI-OCK CHAN ^[2] ; KEVIN KIEN-HOA CHUNG ^[3]
  1. [1] University of Hong Kong

     University of Hong Kong

     RAE de Hong Kong (China)

     
  2. [2] Chinese University of Hong Kong

     Chinese University of Hong Kong

     RAE de Hong Kong (China)

     
  3. [3] Education University of Hong Kong

     Education University of Hong Kong

     RAE de Hong Kong (China)

     

  Mostrar afiliaciones +
• Localización: Applied psycholinguistics, ISSN 0142-7164, Vol. 38, Nº 1, 2017, págs. 211-231
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study examined the role of transcription skills (including spelling and handwriting fluency) and oral language skills in Chinese writing development among upper elementary grade students in Hong Kong. Measures assessing verbal working memory, spelling, handwriting fluency, oral narrative skills, syntactic skills, and written composition were administered to 97 students in Grade 4 (n = 47) and Grade 6 (n = 50). Hierarchical multiple regression results showed that spelling and oral narrative skills were unique predictors of Chinese writing performance. The significant interaction effect of grade and spelling showed that transcription skills played a more important role in Chinese writing performance among sixth graders than among fourth graders. Together, the present results provide important support for the “simple view of writing” model and underscore the importance of transcription skills and oral narrative skills in children's writing development in Chinese.