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

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

Research output: Contribution to journalArticles

4 Citations (Scopus)

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 © 2016 Cambridge University Press.
Original languageEnglish
Pages (from-to)211-231
JournalApplied Psycholinguistics
Volume38
Issue number1
Early online dateJul 2016
DOIs
Publication statusPublished - Jan 2017

Citation

Yeung, P.-S., Ho, C. S.-H., Chan, D. W.-O., & Chung, K. K.-H. (2017). The role of transcription skills and oral language skills in Chinese writing among children in upper elementary grades. Applied Psycholinguistics, 38(1), 211-231.

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