ERIC Number: EJ1040312
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Are Poor Chinese Text Comprehenders Also Poor in Written Composition?
Guan, Connie Qun; Ye, Feifei; Meng, Wanjin; Leong, Che Kan
Annals of Dyslexia, v63 n3-4 p217-238 Oct 2013
We studied the performance in three genres of Chinese written composition (narration, exposition, and argumentation) of 158 grade 4, 5, and 6 poor Chinese text comprehenders compared with 156 good Chinese text comprehenders. We examined text comprehension and written composition relationship. Verbal working memory (verbal span working memory and operation span working memory) and different levels of linguistic tasks--morphological sensitivity (morphological compounding and morphological chain), sentence processing (syntax construction and syntax integrity), and text comprehension (narrative and expository texts)--were used to predict separately narrative, expository, and argumentation written compositions in these students. Grade for grade, the good text comprehenders outperformed the poor text comprehenders in all tasks, except for morphological chain. Hierarchical multiple regression analyses showed differential contribution of the tasks to different genres of writing. In particular, text comprehension made unique contribution to argumentation writing in the poor text comprehenders. Future studies ashould ask students to read and write parallel passages in the same genre for better comparison and incorporate both instructional and motivational variables.
Descriptors: Foreign Countries, Elementary School Students, Reading Comprehension, Writing (Composition), Comparative Analysis, Short Term Memory, Morphology (Languages), Expository Writing, Personal Narratives, Persuasive Discourse, Multiple Regression Analysis, Literary Genres
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Authoring Institution: N/A
Identifiers - Location: China