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Re AM, De Vita F, Cornoldi C, Schmidt S. Copy Skills and Writing Abilities in Children With and Without Specific Learning Disabilities. JOURNAL OF LEARNING DISABILITIES 2023; 56:410-420. [PMID: 36905142 DOI: 10.1177/00222194231157089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Copying a text quickly and accurately is important both in school and in daily life. However, this skill has never been systematically studied, either in children with typical development (TD) or in children with specific learning disabilities (SLD). The aim of this research was to study the features of a copy task and its relationship with other writing tasks. For this purpose, 674 children with TD and 65 children with SLD from Grades 6 through 8 in Italy were tested with a copy task and other writing assessment tasks, measuring three aspects of writing: handwriting speed, spelling, and expressive writing. Children with SLD performed worse on the copy task, both in terms of speed and accuracy, than children with TD. Copy speed was predicted by grade level and by all three major writing skills for children with TD but only by handwriting speed and spelling for children with SLD. Copy accuracy was predicted by gender and the three major writing skills for children with TD but only by spelling for children with SLD. These results suggest that children with SLD also have difficulty copying a text and benefit less than children with TD from their other writing skills.
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Su M, Fan Y, Wu J, Qiao B, Zhou W. The influence of the literacy environment on children’s writing development in Chinese. Front Psychol 2022; 13:1010471. [PMID: 36312056 PMCID: PMC9606812 DOI: 10.3389/fpsyg.2022.1010471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Accepted: 09/27/2022] [Indexed: 11/13/2022] Open
Abstract
The present study investigated the influence of literacy environment on the performance of writing narratives for primary school students. Two hundred and fifty Chinese children participated in this study. There were 146 third graders (71 boys and 75 girls) and 104 fifth graders (53 boys and 51 girls). Results showed that children’s writing abilities differed at the word level and sentence level between third grade and fifth grade. Formal literacy experience (parent teaching of characters) predicted the writing performance of third graders, while informal literacy experience (the visiting frequency of various places) predicted the writing performance of fifth graders. After controlling the effect of reading efficiency on the writing skills, the prediction of formal and informal literacy experiences on the writing performance remained. The results suggest the importance of formal and informal literacy experiences on the writing development of primary school students.
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Affiliation(s)
- Mengmeng Su
- College of Elementary Education, Capital Normal University, Beijing, China
| | - Yi Fan
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Jifeng Wu
- College of International Education, Capital Normal University, Beijing, China
| | - Bingyan Qiao
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
| | - Wei Zhou
- Beijing Key Laboratory of Learning and Cognition, School of Psychology, Capital Normal University, Beijing, China
- *Correspondence: Wei Zhou,
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Ding Y, Li L, Wu X. The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study. Front Psychol 2020; 11:620. [PMID: 32351422 PMCID: PMC7174682 DOI: 10.3389/fpsyg.2020.00620] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2019] [Accepted: 03/16/2020] [Indexed: 11/13/2022] Open
Abstract
Mastering transcription skills is an important goal in the development of children's written language abilities, and handwriting fluency and spelling accuracy are crucial indicators of transcription ability. The current study was a two-year longitudinal study to investigate the reciprocal relationship of handwriting fluency and spelling accuracy. Participants included 123 students living in mainland China, who were tracked from third to fifth grade, and were administered a comprehensive battery of tests including assessments for non-verbal intelligence, phonological awareness, rapid automatized naming, and copying and dictation of Chinese characters. The results showed that: (1) previous handwriting fluency predicted subsequent spelling accuracy; and (2) previous spelling accuracy predicted subsequent handwriting fluency. These findings indicated there is a bidirectional relationship between handwriting fluency and spelling accuracy in Chinese. This implies spelling accuracy should not be unilaterally emphasized when teaching children new vocabulary, but attention should also be given to the cultivation of handwriting fluency in daily pedagogical practice.
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Affiliation(s)
- Yuan Ding
- School of Education Science, Collaborative Innovation Center for Fundamental Education Quality Enhancement of Shanxi Province, Experimental Teaching Center of Psychology and Cognitive Behavior, Shanxi Normal University, Linfen, China
| | - Liping Li
- School of Education Science, Collaborative Innovation Center for Fundamental Education Quality Enhancement of Shanxi Province, Experimental Teaching Center of Psychology and Cognitive Behavior, Shanxi Normal University, Linfen, China
| | - Xinchun Wu
- Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
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Grewal S, Williams GJ. Writing product and process in children with English as an additional language. JOURNAL OF COGNITIVE PSYCHOLOGY 2018. [DOI: 10.1080/20445911.2018.1518326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Sarjan Grewal
- Department of Psychology, Nottingham Trent University, Nottingham, UK
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Tong X, McBride C. Reading Comprehension Mediates the Relationship between Syntactic Awareness and Writing Composition in Children: A Longitudinal Study. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2016; 45:1265-1285. [PMID: 26537251 DOI: 10.1007/s10936-015-9401-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
This research aimed to explore the relation between syntactic awareness and writing composition in 129 Hong Kong Chinese children. These children were from a ten-year longitudinal project. At each year, a number of measures were administered. The 129 children's data of nonverbal reasoning at age 4, phonological awareness, morphological awareness, vocabulary knowledge at age 8, reading comprehension at age 12 and syntactic awareness and writing composition skills at ages 11 and 12 were included in this study. Syntactic awareness was longitudinally and uniquely predictive of Chinese children's writing composition, and children's performance in early writing composition was uniquely associated with their later syntactic skills, even when controlling for the contributions from age, nonverbal and verbal abilities, phonological awareness, and morphological awareness. The relationship between syntactic awareness and writing composition was mediated by children's performance in reading comprehension. These findings may suggest a reciprocal relation between syntactic awareness and writing composition, and this association may vary with ability in reading comprehension in Chinese children.
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Affiliation(s)
- Xiuhong Tong
- Department of Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong.
| | - Catherine McBride
- Department of Psychology, The Chinese University of Hong Kong, Shatin, Hong Kong
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Fluency in Writing: A Multidimensional Perspective on Writing Fluency Applied to L1 and L2. ACTA ACUST UNITED AC 2015. [DOI: 10.1016/j.compcom.2015.09.012] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Chang SH, Chen CL, Yu NY. Biomechanical analyses of prolonged handwriting in subjects with and without perceived discomfort. Hum Mov Sci 2015; 43:1-8. [PMID: 26141665 DOI: 10.1016/j.humov.2015.06.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2014] [Revised: 06/04/2015] [Accepted: 06/07/2015] [Indexed: 10/23/2022]
Abstract
Since wrist-joint position affects finger muscle length and grip strength, we studied its biomechanical relevance in prolonged handwriting. We recruited participants from young adults, aged 18-24, and separated them into control (n=22) and in-pain (n=18) groups, based whether or not they experience pain while handwriting. The participants then performed a writing task for 30 min on a computerized system which measured their wrist-joint angle and documented their handwriting kinematics. The in-pain group perceived more soreness and had a less-extended wrist joint, longer on-paper time, and slower stroke velocity compared to control group. There was no significant difference in handwriting speed and quality between the two groups. The wrist extension angle significantly correlated with perceived soreness. Ergonomic and biomechanical analyses provide important information about the handwriting process. Knowledge of pen tip movement kinematics and wrist-joint position can help occupational therapists plan treatment for individuals with handwriting induced pain.
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Affiliation(s)
- Shao-Hsia Chang
- Department of Occupational Therapy, I-Shou University, Kaohsiung 82445, Taiwan
| | - Chien-Liang Chen
- Department of Physical Therapy, I-Shou University, Kaohsiung 82445, Taiwan
| | - Nan-Ying Yu
- Department of Physical Therapy, I-Shou University, Kaohsiung 82445, Taiwan.
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Kim YS, Al Otaiba S, Wanzek J, Gatlin B. Towards an understanding of dimensions, predictors, and gender gap in written composition. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 107:79-95. [PMID: 25937667 PMCID: PMC4414052 DOI: 10.1037/a0037210] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing.
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Affiliation(s)
- Young-Suk Kim
- Florida State University and Florida Center for Reading Research
| | | | - Jeanne Wanzek
- Florida State University and Florida Center for Reading Research
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Guan CQ, Ye F, Wagner RK, Meng W, Leong CK. Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2014; 106:779-798. [PMID: 25530630 PMCID: PMC4267114 DOI: 10.1037/a0035984] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The goal of the present study was to test opposing views about four 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 three 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 percent of the variance in Chinese written composition. The results were largely developmentally invariant across the three grades from which participants were drawn.
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Affiliation(s)
- Connie Qun Guan
- University of Science and Technology Beijing, P.R. China ; Florida State University, Tallahassee, U. S. A
| | - Feifei Ye
- University of Pittsburgh, Pittsburgh, U. S. A
| | | | - Wanjin Meng
- China National Institute of Education Sciences ; Florida State University, Tallahassee, U. S. A
| | - Che Kan Leong
- University of Saskatchewan, Saskatoon, Canada ; The Chinese University of Hong Kong, Hong Kong, China
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Zhang J, McBride-Chang C, Wagner RK, Chan S. Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children's Writing in English as a Foreign Language. BILINGUALISM (CAMBRIDGE, ENGLAND) 2014; 17:347-363. [PMID: 25729319 PMCID: PMC4341962 DOI: 10.1017/s1366728913000163] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children's writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages.
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Affiliation(s)
- Juan Zhang
- University of Macau, The Chinese University of Hong Kong, Florida State University
| | | | - Richard K Wagner
- University of Macau, The Chinese University of Hong Kong, Florida State University
| | - Shingfong Chan
- University of Macau, The Chinese University of Hong Kong, Florida State University
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Guan CQ, Ye F, Wagner RK, Meng W. Developmental and Individual Differences in Chinese Writing. READING AND WRITING 2013; 26:1031-1056. [PMID: 26038631 PMCID: PMC4450100 DOI: 10.1007/s11145-012-9405-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
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.
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Affiliation(s)
- Connie Qun Guan
- University of Science and Technology Beijing, University of Pittsburgh, Florida State University, Florida Center for Reading Research
| | - Feifei Ye
- University of Science and Technology Beijing, University of Pittsburgh, Florida State University, Florida Center for Reading Research
| | - Richard K Wagner
- University of Science and Technology Beijing, University of Pittsburgh, Florida State University, Florida Center for Reading Research
| | - Wanjin Meng
- University of Science and Technology Beijing, University of Pittsburgh, Florida State University, Florida Center for Reading Research
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