Role of Transcription Skills in Young Chinese Language Learners' Sentence Writing: A One Year Longitudinal Study
Saved in:
| Title: | Role of Transcription Skills in Young Chinese Language Learners' Sentence Writing: A One Year Longitudinal Study |
|---|---|
| Language: | English |
| Authors: | Yu Ka Wong (ORCID |
| Source: | Reading and Writing: An Interdisciplinary Journal. 2024 37(1):1-24. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Chinese, Nonverbal Ability, Writing Skills, Longitudinal Studies, Orthographic Symbols, Reading Processes, Prediction, Role, Second Language Learning, Second Language Instruction, Sentences, Grade 4, Grade 5, Elementary School Students, Spelling, Handwriting, Oral Language, Student Evaluation, Comparative Analysis, Reprography |
| DOI: | 10.1007/s11145-023-10415-5 |
| ISSN: | 0922-4777 1573-0905 |
| Abstract: | The effects of transcription skills, comprising both spelling and handwriting fluency, on sentence writing among young Chinese as a second language (CSL) learners were evaluated and compared to those of reading and oral language using a one-year longitudinal study design. Various writing models postulated that transcription skills are essential in early writing development; however, studies have not yet clarified its role in CSL writing alongside other important writing component skills such as reading and oral skills. Participants included 204 primary-school-level CSL learners. These learners were evaluated in copying, spelling, character reading, oral language skills, and sentence writing at the end of the Grades 4 and 5 school year. Regression and path analysis evaluated the direct and indirect effects of the component skills on sentence writing. The results showed that, while controlling for non-verbal reasoning, (1) Time-1 transcription skills predicted sentence writing concurrently and longitudinally, but their influences at Time 2 diminished considerably for the substantial autoregressive effect of writing; (2) character reading predicted sentence writing both at Times 1 and 2, and contributed to spelling development; and (3) compared with transcription and reading, oral language skills weakly influenced writing, which was mediated largely by character reading. The findings suggest that transcription skills are vital constituents of CSL sentence writing and that reading plays a primary role in the reading-writing relationship in this stage. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1406554 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The effects of transcription skills, comprising both spelling and handwriting fluency, on sentence writing among young Chinese as a second language (CSL) learners were evaluated and compared to those of reading and oral language using a one-year longitudinal study design. Various writing models postulated that transcription skills are essential in early writing development; however, studies have not yet clarified its role in CSL writing alongside other important writing component skills such as reading and oral skills. Participants included 204 primary-school-level CSL learners. These learners were evaluated in copying, spelling, character reading, oral language skills, and sentence writing at the end of the Grades 4 and 5 school year. Regression and path analysis evaluated the direct and indirect effects of the component skills on sentence writing. The results showed that, while controlling for non-verbal reasoning, (1) Time-1 transcription skills predicted sentence writing concurrently and longitudinally, but their influences at Time 2 diminished considerably for the substantial autoregressive effect of writing; (2) character reading predicted sentence writing both at Times 1 and 2, and contributed to spelling development; and (3) compared with transcription and reading, oral language skills weakly influenced writing, which was mediated largely by character reading. The findings suggest that transcription skills are vital constituents of CSL sentence writing and that reading plays a primary role in the reading-writing relationship in this stage. |
|---|---|
| ISSN: | 0922-4777 1573-0905 |
| DOI: | 10.1007/s11145-023-10415-5 |
