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ERIC Number: EJ1192070
Record Type: Journal
Publication Date: 2018-Oct
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
Learning to Write: The Role of Handwriting for Chinese Spelling in Kindergarten Children
Lam, Silvia Siu-Yin; McBride, Catherine
Journal of Educational Psychology, v110 n7 p917-930 Oct 2018
Given the orthographic complexities of Chinese characters, handwriting skills may play an important role in how children learn to write Chinese. The present study includes a comprehensive battery of handwriting measures in relation to Chinese spelling in young children. Measures of handwriting, including stroke order, visual-motor integration (Hebrew and Vietnamese copying) and handwriting fluency, along with other reading-related cognitive skills, were administered to 141 kindergartners in Hong Kong schools. We assessed the extent to which these handwriting measures are associated with spelling. A series of regression analyses revealed that the handwriting measures altogether significantly contributed to children's spelling performance, with age, nonverbal reasoning, and vocabulary knowledge statistically controlled. Handwriting fluency and Vietnamese copying were unique correlates of spelling even after considering all well-established cognitive measures, including morphological awareness, orthographic awareness, and phonological awareness. The finding also highlights the importance of orthographic awareness: Both sensitivity to Chinese character structure and understanding of the function of semantic radicals are crucial to children's early spelling abilities.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A