Reading and Writing (Impact Factor: 1.44). 03/2011; 25(3):679-699. DOI: 10.1007/s11145-010-9293-4
The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two
Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills
at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective
usage, and knowledge of morphosyntactic structure (measured by an oral cloze task) in Grade 1, significantly predicted sentence
reading comprehension in Grade 2 after controlling for the children’s age, IQ, and word level reading-related cognitive skills
in Grade 1, and word reading in Grade 2. As in alphabetic languages, syntactic skills are essential for reading comprehension
in Chinese. The unique roles of individual syntactic skills for understanding sentences in Chinese are discussed.
"But this is more of a sentence completion task rather than a direct test of syntactic processing. Chik et al. (2012) included several measures of syntactic processing in a study of reading comprehension in Grades 1 and 2 Chinese children. In a hierarchical multiple regression equation, age, IQ and Chinese word reading accounted for 64% of the individual variation while composite syntactic skills added a significant 4% of the variation. "
[Show abstract][Hide abstract] ABSTRACT: The goal of the present study was to test opposing views about 4 issues concerning predictors of
individual differences in Chinese written composition: (a) whether morphological awareness, syntactic
processing, and working memory represent distinct and measureable constructs in Chinese or are just
manifestations of general language ability; (b) whether they are important predictors of Chinese written
composition and, if so, the relative magnitudes and independence of their predictive relations; (c) whether
observed predictive relations are mediated by text comprehension; and (d) whether these relations vary
or are developmentally invariant across 3 years of writing development. Based on analyses of the
performance of students in Grades 4 (n ! 246), 5 (n ! 242), and 6 (n ! 261), the results supported
morphological awareness, syntactic processing, and working memory as distinct yet correlated abilities
that made independent contributions to predicting Chinese written composition, with working memory
as the strongest predictor. However, predictive relations were mediated by text comprehension. The final
model accounted for approximately 75% of the variance in Chinese written composition. The results were
largely developmentally invariant across the 3 grades from which participants were drawn.
"It is hoped that this task can assess the translation of ideas in a more direct way than the oral vocabulary knowledge measure used in most previous studies. Syntactic skills were assessed by a word order knowledge task (Chik et al., 2011) that was found to predict Chinese text reading. In addition to these measures, measures of orthographic awareness and morphological awareness, significant predictors of writing at word level (i.e., word spelling) in Chinese (Chan et al., 2006; Tong et al., 2009; Yeung et al., 2011b), were included for conceptualizing Chinese writing development at both word and text levels. "
[Show abstract][Hide abstract] ABSTRACT: The present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children's transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1-4 while ideation in grade 1 only contributed to text writing in grade 2. Stroke order knowledge was shown as an important handwriting skill in Chinese reflecting the characteristics of the Chinese orthography. A model of Chinese writing in early elementary grades was proposed. In the model, orthographic knowledge, morphological awareness and handwriting skills are proposed to contribute to spelling which is correlated with text writing. Handwriting skills, ideation, and syntactic skills were found to contribute to text writing. Path analysis results suggest that the longitudinal relationship between spelling and text writing is bidirectional.
Reading and Writing 08/2013; 26(7):1195-1221. DOI:10.1007/s11145-012-9411-6 · 1.44 Impact Factor
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.