Author ORCID Identifier
Lindsay N Harris: https://orcid.org/0000-0001-8573-6153
Document Type
Article
Abstract
To examine the importance of manual character writing to reading in a new writing system, 48 adult Chinese-as-a-foreign-language students were taught characters in either a character writing-to-read or an alphabet typing-to-read condition, and engaged in corresponding handwriting or typing training for five consecutive days. Prior knowledge of orthography and phonology was assessed before training. At the end of each training day, improved orthographic quality was assessed via increased skill in producing Chinese characters at both the component and global levels. In addition, pretests and posttests were administered at each training day, and the proportional changes were used as the measure of learning gains. Outcomes replicated earlier findings of improved phonological knowledge following pinyin-typing practice and improved semantic knowledge following handwriting practice. Improvement in handwriting quality played a significant role in predicting reading gains after controlling for prior knowledge.
DOI
10.1007/s11145-015-9549-0
Publication Date
1-1-2015
Recommended Citation
Guan, Q. C., Harris, L. N., Meng, W., & Perfetti, C. A. (2015). Writing quality predicts Chinese learning. Reading and Writing, 28(6), 763-795.
Original Citation
Guan, Q. C., Harris, L. N., Meng, W., & Perfetti, C. A. (2015). Writing quality predicts Chinese learning. Reading and Writing, 28(6), 763-795.
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
Legacy Department
Department of Leadership, Educational Psychology and Foundations
Language
eng
Rights Statement
Copyright Undetermined
