Orthographic skills important to Chinese literacy development: The role of radical representation and orthographic memory of radicals

Pui Sze YEUNG, Suk Han Connie HO, Wai Ock David CHAN, Kevin Kien Hoa CHUNG

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

A 3-year longitudinal study among 239 Chinese students in Grades 2–4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading comprehension and written composition). Phonetic radical knowledge was the only significant longitudinal predictor of word reading, whereas all orthographic skills examined were significant longitudinal predictors of word spelling. Reading comprehension was uniquely predicted by semantic radical knowledge. A model showing the relationships between orthographic skills and literacy skills was postulated. Copyright © 2016 Springer Science+Business Media Dordrecht.
Original languageEnglish
Pages (from-to)1935-1958
JournalReading and Writing
Volume29
Issue number9
Early online dateJun 2016
DOIs
Publication statusPublished - Nov 2016

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Reading
literacy
Phonetics
Semantics
phonetics
comprehension
semantics
Longitudinal Studies
longitudinal study
school grade
Students
Literacy
science
student

Citation

Yeung, P.-z., Ho, C. S.-h., Chan, D. W.-o., & Chung, K. K.-h. (2016). Orthographic skills important to Chinese literacy development: The role of radical representation and orthographic memory of radicals. Reading and Writing, 29(9), 1935-1958.

Keywords

  • Orthographic skills
  • Literacy skills
  • Chinese