Skip to main content Accessibility help
×
Home

The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades

  • PUI-SZE YEUNG (a1), CONNIE SUK-HAN HO (a1), DAVID WAI-OCK CHAN (a2) and KEVIN KIEN-HOA CHUNG (a3)

Abstract

This study examined the role of transcription skills (including spelling and handwriting fluency) and oral language skills in Chinese writing development among upper elementary grade students in Hong Kong. Measures assessing verbal working memory, spelling, handwriting fluency, oral narrative skills, syntactic skills, and written composition were administered to 97 students in Grade 4 (n = 47) and Grade 6 (n = 50). Hierarchical multiple regression results showed that spelling and oral narrative skills were unique predictors of Chinese writing performance. The significant interaction effect of grade and spelling showed that transcription skills played a more important role in Chinese writing performance among sixth graders than among fourth graders. Together, the present results provide important support for the “simple view of writing” model and underscore the importance of transcription skills and oral narrative skills in children's writing development in Chinese.

Copyright

Corresponding author

ADDRESS FOR CORRESPONDENCE Connie Suk-han Ho, Psychology Department, University of Hong Kong, Pokfulam Road, Hong Kong. E-mail: shhoc@hku.hk

References

Hide All
Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in Grades 1 to 7. Journal of Educational Psychology, 102, 281298.
Babayiğit, S., & Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23, 539568.
Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103, 169189.
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
Berninger, V. W. (2000). Development of language by hand and its connections to language by ear, mouth, and eye. Topics of Language Disorders, 20, 6584.
Berninger, V. W., & Abbott, R. D. (2010). Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in Grades 1, 3, 5, and 7. Journal of Educational Psychology, 102, 635651.
Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35, 3956.
Berninger, V. W., Cartwright, A., Yates, C., Swanson, H. L., & Abbott, R. (1994). Developmental skills related to writing and reading acquisition in the intermediate grades: Shared and unique variance. Reading and Writing, 6, 161196.
Berninger, V. W., Mizokawa, D., & Bragg, R. (1991). Theory-based diagnosis and remediation of writing disabilities. Journal of School Psychology, 29, 5779.
Berninger, V. W., Nagy, W., & Beers, S. (2011) Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: Contributions of syntax and transcription to translation. Reading and Writing, 102, 151182.
Berninger, V. W., Whitaker, D., Feng, Y., Swanson, H. L., & Abbott, R. (1996). Assessment of planning, translating, and revising in junior high writers. Journal of School Psychology, 34, 2352.
Berninger, V. W., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lower-level developmental skills in beginning writing. Reading and Writing, 4, 257280.
Chan, D. W., Ho, C. S.-H., Tsang, S.-M., Lee, S.-H., & Chung, K. K. H. (2006). Exploring the reading-writing connection in Chinese children with dyslexia in Hong Kong. Reading and Writing, 19, 543561.
Cheung, K., & Bauer, R. S. (2002). The representation of Cantonese with Chinese characters. Journal of Chinese Linguistics Monograph Series, 18, 487.
Chik, P. P.-M., Ho, C. S.-H., Yeung, P.-S., Chan, D. W.-O., Chung, K. K.-H., Luan, H., et al. (2012). Syntactic skills in sentence reading comprehension among Chinese elementary school children. Reading and Writing, 25, 679699.
Chik, P. P.-M., Ho, C. S.-H., Yeung, P.-S., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H., et al. (2012). Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children. Annals of Dyslexia, 62, 118.
DeFrancis, J. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawaii Press.
Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997). Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89, 170182.
Hayes, J. R. (2012). Modeling and remodeling writing. Written Communication, 29, 369388.
Hayes, J. R., & Berninger, V. W. (2014). Cognitive processes in writing: A framework. In Arfé, B., Dockrell, J., & Berninger, V. (Eds.), Writing development and instruction in children with hearing, speech and oral language difficulties. New York: Oxford University Press.
Hayes, J. R., & Flowers, L. (1980). Identifying the organization of the writing processes. In Gregg, L. W. & Steinberg, E. R. (Eds.), Cognitive process in writing (pp. 330). Hillsdale, NJ: Erlbaum.
Ho, C. S.-H. (2010). Understanding reading disability in the Chinese language: From basic research to intervention. In Bond, M. H. (Ed.), The Oxford handbook of Chinese psychology (pp. 109121). Oxford: Oxford University Press.
Ho, C. S.-H., & Bryant, P. (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33, 946951.
Ho, C. S.-H., Yau, P. W.-Y., & Au, A. (2003). Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children. In McBride-Chang, C. & Chen, H.-C. (Eds.), Reading development in Chinese children (pp. 5171). Westport, CT: Praeger.
Hoosain, R. (1991). Psycholinguistic implications for linguistic relativity: A case study of Chinese. Hillsdale, NJ: Erlbaum.
Hu, C. F., & Catts, H. W. (1998). The role of phonological processing in early reading ability: What we can learn from Chinese. Scientific Studies of Reading, 2, 5579.
Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243255.
Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The Orthographic Depth Hypothesis. Haskins Laboratories Status Report on Speech Research, SR-111/112, 147160.
Kim, Y. S. (2010). Componential skills in early spelling development in Korean. Scientific Studies of Reading, 14, 137158.
Kim, Y. S., Park, C., & Park, Y. (2013). Is academic language use a separate dimension in beginning writing? Evidence from Korean children. Learning and Individual Differences, 27, 815.
Kim, Y. S., Park, C., & Park, Y. (2015). Dimensions of discourse level oral language skills and their relation to reading comprehension and written composition: An exploratory study. Reading and Writing, 28, 633654.
Law, N., Ki, W. W., Chung, A. L. S., Ko, P. Y., & Lam, H. C. (1998). Children's stroke sequence errors in writing Chinese characters. Reading and Writing, 10, 267292.
Lee, H. M. (Ed.). (2000).常用字字形表 [Commonly Used Chinese Character Set]. Hong Kong: Hong Kong Institute of Education.
Leong, C. K., Tse, S. K., Loh, K. Y., & Hau, K. T. (2008). Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming, and onset-rime phonological segmentation. Journal of Educational Psychology, 100, 135149.
Leung, M. T., & Lee, A. W. Y. (2002, May). The Hong Kong corpus of primary school Chinese. Paper presented at the 9th meeting of the International Clinical Phonetics and Linguistics Association, Hong Kong.
Mäki, H. S., Voeten, M. M., Vauras, M. M. S., & Poskiparta, E. H. (2001). Predicting writing skill development with word recognition and preschool readiness skills. Reading and Writing, 14, 643672.
Olinghouse, N. G., & Leaird, J. T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing, 22, 545565.
Packard, J. L., Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H., et al. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing, 19, 457487.
Roth, F. P. (2000). Narrative writing: Development and teaching with children with writing difficulties. Topics in Language Disorders, 20, 1528.
Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia: Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98, 122133.
Tong, X., McBride-Chang, C., Shu, H., & Wong, A. M. Y. (2009). Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading, 13, 426452.
Tseng, M. H., & Hsueh, I.-P. (1997). Performance of school-aged children on a handwriting speed test. Occupational Therapy International, 4, 294303.
Yan, C. M. W., McBride-Chang, C., Wagner, R. K., Zhang, J., Wong, A. M. Y., & Shu, H. (2011). Writing quality in Chinese children: Speed and fluency matter. Reading and Writing, 25, 14991521.
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2013a). Contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among fourth-grade students. Discourse Processes, 50, 498529.
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2013b). Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students. Reading and Writing, 26, 11951221.
Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., Chung, K. K.-H., & Wong, Y.-K. (2013). A model of reading comprehension in Chinese elementary school children. Learning and Individual Differences, 25, 5566.
Yeung, P.-S., Ho, C. S.-H., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H., & Lo, L.-Y. (2013). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics, 34, 12451277.
Yeung, P.-S., Ho, C. S.-H., Chik, P. P.-M., Lo, L.-Y., Luan, H., Chan, D. W.-O., et al. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Studies of Reading, 15, 285313.

The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades

  • PUI-SZE YEUNG (a1), CONNIE SUK-HAN HO (a1), DAVID WAI-OCK CHAN (a2) and KEVIN KIEN-HOA CHUNG (a3)

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed