Writing quality predicts Chinese learning

Guan, Connie Qun; Perfetti, Charles A.; Wang, Meng

doi:10.1007/s11145-015-9549-0

Cited by 37 publications

(38 citation statements)

References 45 publications

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“…Because low-level visual and motor processes were well controlled, the results of this study could be the specific brain substrates for Mandarin Chinese writing. In addition, previous behavioral studies have demonstrated that copying characters or symbols is uniquely essential for Chinese reading skill (Tan et al, 2005b ; Guan et al, 2015 ; Kalindi et al, 2015 ); thus, our findings offer valuable information for understanding the relationship between copying skill and reading in Chinese.…”

Section: Discussionsupporting

confidence: 53%

Neural Correlates of Orthographic Access in Mandarin Chinese Writing: An fMRI Study of the Word-Frequency Effect

Yang

Zhang

Meng

et al. 2018

Front. Behav. Neurosci.

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Writing is an essential tool for human communication and involves multiple linguistic, cognitive, and motor processes. Chinese, a logographic writing system, differs remarkably from the writing systems of alphabetic languages. The neural substrates of Chinese writing are largely unknown. Using functional magnetic resonance imaging (fMRI) in a copying task, this study probed the neural underpinnings of orthographic access during Mandarin Chinese writing by employing the word-frequency effect. The results showed that writing low-frequency characters evoked greater activation in the bilateral superior/middle/inferior frontal gyrus, superior/inferior parietal lobule, and fusiform gyrus than writing high-frequency characters. Moreover, psychophysiological interaction (PPI) analysis demonstrated that the word-frequency effect modulated functional connectivity within the frontal-occipital networks and the parietal-occipital networks. Together, these findings illustrate the neural correlates of orthographic access for Mandarin Chinese writing, shedding new light on the cognitive architecture of writing across various writing systems.

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Section: Discussionsupporting

confidence: 53%

Neural Correlates of Orthographic Access in Mandarin Chinese Writing: An fMRI Study of the Word-Frequency Effect

Yang

Zhang

Meng

et al. 2018

Front. Behav. Neurosci.

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“…Languages with alphabetic orthographies (e.g., English and Korean) have a systematic correspondence between graphemes and phonemes, whereas languages with nonalphabetic orthographies (e.g., Chinese) do not have the same reliable sublexical structure. In the case of Chinese, directing attention toward phonology has been shown to benefit the learning of phonological form, but not the learning of orthographic form (e.g., Cao et al, 2017;Guan, Liu, Chan, Ye, & Perfetti, 2011;Guan, Perfetti, & Meng, 2015;Lagarrigue et al, 2017). For example, Lagarrigue and colleagues recently reported a study in which native French speakers who were enrolled in a basic Chinese university course learned a small set of Chinese characters in the laboratory.…”

Section: Directing Attention Toward Phonology Improves Learningmentioning

confidence: 99%

The role of phonology during visual word learning in adults: An integrative review

Meade

2019

Psychon Bull Rev

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Throughout their lifetime, adults learn new words in their native lannguage, and potentially also in a second language. However, they do so with variable levels of success. In the auditory word learning literature, some of this variability has been attributed to phonological skills, including decoding and phonological short-term memory. Here I examine how the relationship between phonological skills and word learning applies to the visual modality. I define the availability of phonology in terms of (1) the extent to which it is biased by the learning environment, (2) the characteristics of the words to be learned, and (3) individual differences in phonological skills. Across these three areas of research, visual word learning improves when phonology is made more available to adult learners, suggesting that phonology can facilitate learning across modalities. However, the facilitation is largely specific to alphabetic languages, which have predictable sublexical correspondences between orthography and phonology. Therefore, I propose that phonology bootstraps visual word learning by providing a secondary code that constrains and refines developing orthographic representations. Keywords Adult word learning. Orthographic processing. Phonological recoding. Lexical quality Adults continually learn new words in their native language (L1), and possibly also in a second language (L2), making vocabulary one of the few aspects of language that continues to expand throughout the lifespan (e.g., Ramscar, Hendrix, Shaoul, Milin, & Baayen, 2014; Verhaeghen, 2003). Establishing a rich vocabulary is a key prerequisite for success in areas as varied as reading comprehension, syntax development, and foreign language proficiency (e.g., Meschyan & Hernandez, 2002; Ricketts, Nation, & Bishop, 2007). Whereas learning new words comes easy to some, it is a challenge for others, and the factors that underlie this variability remain poorly understood. Building on the growing evidence that strong phonological abilities improve the acquisition of new auditory word forms (e.g.

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“…Previous studies on Chinese (Tan et al, 2005;Xu, Chang, Zhang, & Perfetti, 2013) have also suggested that reading could depend on writing in lower elementary students. An experimental study on Chinese writing practice (Guan, Perfetti, & Meng, 2015) showed that handwriting improvement predicted reading improvement. Some of these studies revealed that high quality representation of words in spelling positively affected reading (Perfetti, 2007).…”

Section: Characteristics and Studies Of Chinesementioning

confidence: 99%

The relationship of character reading and spelling: A longitudinal study in Chinese

Cheng

et al. 2017

Journal Research in Reading

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Background The aim of this longitudinal study was to examine the relationship between character reading and spelling and to explore the role of reading‐related skills in Chinese literacy. Methods A test battery that included measures of morphological awareness (homophone awareness and compound word awareness), orthographic awareness, rapid automatised naming, character reading, spelling, and IQ was administered to 127 first grade students from two primary schools in mainland China. Results Controlling for IQ and age, the results of hierarchical regressive analyses revealed that prior reading affected subsequent spelling, and character reading Time 1 predicted spelling Time 2, β value was 0.20; character reading Time 2 predicted spelling Time 3, β value was 0.40. However, prior spelling did not affect subsequent reading. In addition, compound word awareness Time 2 and orthographic awareness Time 2 were found to mediate character reading Time 1 and spelling Time 3. Conclusions This study suggests that reading influences spelling across time points from grade 1 to grade 2, and compound word awareness and orthographic awareness play important mediator roles in the process.

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Writing quality predicts Chinese learning

Cited by 37 publications

References 45 publications

Neural Correlates of Orthographic Access in Mandarin Chinese Writing: An fMRI Study of the Word-Frequency Effect

Neural Correlates of Orthographic Access in Mandarin Chinese Writing: An fMRI Study of the Word-Frequency Effect

The role of phonology during visual word learning in adults: An integrative review

The relationship of character reading and spelling: A longitudinal study in Chinese

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