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Contributions of orthographic awareness, letter knowledge, and patterning skills to Chinese literacy skills and arithmetic competence.

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Title: Contributions of orthographic awareness, letter knowledge, and patterning skills to Chinese literacy skills and arithmetic competence.
Authors: Liu, Catrina1, Chung, Kevin Kien Hoa1,2, Tang, Pui Man1
Source: Educational Psychology. Jun2022, Vol. 42 Issue 5, p530-548. 19p.
Subject Terms: *Cognitive ability, *Arithmetic education, *Literacy, Print awareness, Patterning therapy
Abstract: This study investigated the unique contribution of orthographic awareness, letter knowledge, and patterning skills to early literacy and arithmetic competence. A total of 145 third-year kindergarten (K3) children (Mage: 73.43 months, SD = 5.36; 70 boys, 48%) from Hong Kong participated in this study. Children were assessed on their patterning skills, orthographic awareness, letter knowledge, verbal short-term working memory, visual-spatial perception, Chinese word reading, word writing, and arithmetic competence. With demographic variables and cognitive skills controlled, multilevel regression models indicated that patterning skills uniquely contributed to Chinese word reading and arithmetic competence but not to Chinese word writing. Orthographic awareness was a strong predictor of the three academic outcomes. Letter knowledge was significantly predictive of word reading and word writing but not of arithmetic competence. These findings highlight the differential roles of orthographic awareness, letter knowledge, and patterning skills in children's literacy and arithmetic skills. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Contributions of orthographic awareness, letter knowledge, and patterning skills to Chinese literacy skills and arithmetic competence.
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  Data: <searchLink fieldCode="AR" term="%22Liu%2C+Catrina%22">Liu, Catrina</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chung%2C+Kevin+Kien+Hoa%22">Chung, Kevin Kien Hoa</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Tang%2C+Pui+Man%22">Tang, Pui Man</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology%22">Educational Psychology</searchLink>. Jun2022, Vol. 42 Issue 5, p530-548. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Arithmetic+education%22">Arithmetic education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Print+awareness%22">Print awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Patterning+therapy%22">Patterning therapy</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study investigated the unique contribution of orthographic awareness, letter knowledge, and patterning skills to early literacy and arithmetic competence. A total of 145 third-year kindergarten (K3) children (Mage: 73.43 months, SD = 5.36; 70 boys, 48%) from Hong Kong participated in this study. Children were assessed on their patterning skills, orthographic awareness, letter knowledge, verbal short-term working memory, visual-spatial perception, Chinese word reading, word writing, and arithmetic competence. With demographic variables and cognitive skills controlled, multilevel regression models indicated that patterning skills uniquely contributed to Chinese word reading and arithmetic competence but not to Chinese word writing. Orthographic awareness was a strong predictor of the three academic outcomes. Letter knowledge was significantly predictive of word reading and word writing but not of arithmetic competence. These findings highlight the differential roles of orthographic awareness, letter knowledge, and patterning skills in children's literacy and arithmetic skills. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/01443410.2022.2060497
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 530
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      – SubjectFull: Cognitive ability
        Type: general
      – SubjectFull: Arithmetic education
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Print awareness
        Type: general
      – SubjectFull: Patterning therapy
        Type: general
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      – TitleFull: Contributions of orthographic awareness, letter knowledge, and patterning skills to Chinese literacy skills and arithmetic competence.
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            NameFull: Liu, Catrina
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            NameFull: Chung, Kevin Kien Hoa
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            NameFull: Tang, Pui Man
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              M: 06
              Text: Jun2022
              Type: published
              Y: 2022
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