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Literature DB >> 26038631

Developmental and Individual Differences in Chinese Writing.

Connie Qun Guan¹, Feifei Ye¹, Richard K Wagner¹, Wanjin Meng¹.

Abstract

The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors.

Entities: Chemical Disease Gene Species

Keywords: Chinese; Chinese writing; Developmental differences; Individual differences

Year: 2013 PMID： 26038631 PMCID： PMC4450100 DOI： 10.1007/s11145-012-9405-4

Source DB: PubMed Journal: Read Writ ISSN： 0922-4777

17 in total

10. Relationship between orthographic-motor integration and computer use for the production of creative and well-structured written text.

Authors: Carol A Christensen
Journal: Br J Educ Psychol Date: 2004-12

3 in total

1. Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework.

Authors: Cynthia S Puranik; Christopher J Lonigan
Journal: Read Res Q Date: 2014-10-01

2. Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.

Authors: Connie Qun Guan; Feifei Ye; Richard K Wagner; Wanjin Meng; Che Kan Leong
Journal: J Educ Psychol Date: 2014-08

3. The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study.

Authors: Yuan Ding; Liping Li; Xinchun Wu
Journal: Front Psychol Date: 2020-04-15

3 in total

Developmental and Individual Differences in Chinese Writing.

1. Competition for working memory among writing processes.

2. Concurrent activation of high- and low-level production processes in written composition.

3. Working memory components in written sentence generation.

4. A database for investigating the logographeme as a basic unit of writing Chinese.

5. Small wins big: analytic pinyin skills promote Chinese word reading.

Review 6. The importance of handwriting speed in adult writing.

7. Comparative fit indexes in structural models.

8. Writing Quality in Chinese Children: Speed and Fluency Matter.

9. Visual and phonological pathways to the lexicon: evidence from Chinese readers.

10. Relationship between orthographic-motor integration and computer use for the production of creative and well-structured written text.

1. Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework.

2. Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance.

3. The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study.