Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

Yeung, Pui‐sze; Ho, Connie Suk‐Han; Chan, David W.; Chung, Kevin Kien Hoa

doi:10.1007/s11145-012-9411-6

Cited by 51 publications

(101 citation statements)

References 71 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our second research question focused on whether children's syntactic skills at the early age would be a significant predictor of their writing performance at the later grades even when their reading and WM skills were taken into account statistically. In line with Yeung, Ho, et al () and Yeung, Siegel, et al (), the result of the present study showed that syntactic awareness in Grades 4 and 5 was the significant predictor of Grade 6 narrative writing performance. This result indicated that narrative writing, the dominant writing genre, required the learners to grasp a word‐level constructive skill from Grade 3 onwards and to master a syntax‐level constructive skill from Grade 4 onwards.…”

Section: Discussionsupporting

confidence: 91%

“…Our first research question focused on whether children's morphological skill at the early age would be a significant predictor of their writing performance at Grade 6 even when their reading and WM skills were taken into account statistically. Our findings on MA extended previous research on the contribution of MA in Mainland Chinese fifth and sixth graders with and without dyslexia (Shu et al, ) and typical Cantonese‐speaking children (Tong & McBride, ; Yeung, Ho, et al, ; Yeung, Siegel, & Chan, ). The result of the current study demonstrates that MA is crucial for understanding early Chinese literacy acquisition.…”

Section: Discussionsupporting

confidence: 89%

“…As for writing per se, Yeung, Ho, Chan, and Chung () also showed that MA was a robust predictor of writing skill in Grade 1 Cantonese‐speaking children. Tong, Deacon, and Cain () studied MA (word analogy) and syntactic awareness (sentence correction) conjointly in 15 Grade 4 poor reading comprehenders compared with 15 peers with average comprehension skills.…”

Section: Morphological Awareness and Writingmentioning

confidence: 97%

See 2 more Smart Citations

How does morphosyntactic skill contribute to different genres of Chinese writing from grades 3 to 6?

Guan

Zhao

Kwok

et al. 2018

Journal Research in Reading

View full text Add to dashboard Cite

This 4‐year longitudinal study examined the extent to which morphological awareness, syntactic processing, working memory (WM) and reading skills predict unique variances developmentally in three genres of Chinese writing (narration, argumentation and exposition) among 246 young Mandarin‐speaking children. Hierarchical regression analyses were conducted using the writing performance of three genres at the fourth year as the dependent variables. After controlling for reading skills and WM, morphological awareness was uniquely associated with all three types of writing genres longitudinally, while syntactic processing made a significant longitudinal contribution to narrative and argumentative writing during the earlier years. With the autoregressive effect of writing controlled, WM was uniquely associated with narrative writings across all four years, and with argumentative and expository writing in the later years. Reading skills were uniquely related to concurrent narrative and expository writing.

show abstract

Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 89%

Section: Morphological Awareness and Writingmentioning

confidence: 97%

See 1 more Smart Citation

How does morphosyntactic skill contribute to different genres of Chinese writing from grades 3 to 6?

Guan

Zhao

Kwok

et al. 2018

Journal Research in Reading

View full text Add to dashboard Cite

show abstract

“…There have been relatively few studies on Chinese written composition but the significance of orthographic skills in written composition development was evident in some studies (e.g., Yeung, Ho, Chan, & Chung, 2013c;Leong & Ho, 2012). In a 4-year longitudinal study among Chinese students in Grades 1-4, Yeung et al (2013c) examined the interrelationships between orthographic knowledge, morphological awareness, ideation, syntactic skills, spelling and written composition. Their findings showed that semantic radical knowledge contributed to Chinese written composition indirectly via its influence on word spelling.…”

Section: Positional and Functional Knowledge Of Radicalsmentioning

confidence: 99%

Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals

Yeung

Chan

et al. 2016

Read Writ

Self Cite

View full text Add to dashboard Cite

A 3-year longitudinal study among 239 Chinese students in Grades 2-4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading comprehension and written composition). Phonetic radical knowledge was the only significant longitudinal predictor of word reading, whereas all orthographic skills examined were significant longitudinal predictors of word spelling. Reading comprehension was uniquely predicted by semantic radical knowledge. A model showing the relationships between orthographic skills and literacy skills was postulated.

show abstract

“…Chinese word dictation skills have been found to contribute significant unique variance to written composition across elementary grades in cross‐sectional (Yeung et al, ) and longitudinal studies (Yan et al, ; Yeung et al, ). The longitudinal findings by Yan et al () showed that word dictation at age eight and handwriting fluency at age nine were significant predictors of the written composition performance of Cantonese‐speaking children at age nine.…”

Section: Cognitive‐linguistic Skills Predictive Of Writing Skills In mentioning

confidence: 99%

Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6

Yeung

Chan

et al. 2020

Journal Research in Reading

View full text Add to dashboard Cite

Background Studies have shown that word dictation and syntactic skills are significant predictors of written composition performance among Chinese children in elementary grades. However, there is a paucity of research on the bidirectional relationships between these two cognitive‐linguistic skills (i.e., word dictation and syntactic skills) and Chinese writing skills. Methods This paper reports the findings of a 1‐year longitudinal study tracking the developmental patterns of Chinese writing among students in Grades 3 and 5 in Hong Kong. The participants were administered tasks involving cognitive‐linguistic skills (working memory, word dictation and syntactic skills) and writing skills (narrative writing and expository writing). Results Multiple regression analysis revealed that word dictation and syntactic skills in Grades 3 and 5 were significant longitudinal predictors of Chinese written composition performance in Grade 4 and Grade 6. Syntactic skills, but not word dictation, contributed a significant amount of unique variance to writing performance after controlling for the autoregressor effect of writing. The results also showed that written composition performance in Grades 3 and 5 contributed unique variance to individual differences in syntactic skills in Grades 4 and 6, after controlling for syntactic skills in the preceding year and other cognitive‐linguistic variables. Conclusion The patterns of results underscore the significance of syntactic skills in Chinese written composition in upper elementary grades and the bidirectional relationship between syntactic skills and written composition in Chinese. Highlights What is already known about this topic Chinese word dictation, syntactic skills and verbal working memory are the major types of developmental skills important in Chinese writing among children in elementary grades. What this paper adds The longitudinal contribution of word dictation to writing performance across grades was mediated by the contribution of word dictation to concurrent writing performance. Syntactic skills contributed a unique amount of variance to writing performance across grades even after controlling for the autoregressor effect of writing. The longitudinal relationships between syntactic skills and written composition were bidirectional. Implications for theory, policy or practice An emphasis on grammar teaching in the context of writing may benefit both writing and syntactic skills development. Combined word dictation and composing instruction, rather than teaching word dictation alone or composing instruction alone, may enhance composing skills.

show abstract

Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

Cited by 51 publications

References 71 publications

How does morphosyntactic skill contribute to different genres of Chinese writing from grades 3 to 6?

How does morphosyntactic skill contribute to different genres of Chinese writing from grades 3 to 6?

Orthographic skills important to Chinese literacy development: the role of radical representation and orthographic memory of radicals

Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6

Contact Info

Product

Resources

About