國立虎尾科技大學 |

Learning to Spell Chinese : = A Longitudinal Study among Hong Kong Kindergarteners Transitioning to Primary School.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Learning to Spell Chinese :/
其他題名:	A Longitudinal Study among Hong Kong Kindergarteners Transitioning to Primary School.
作者:	Ye, Yanyan.
面頁冊數:	1 online resource (161 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798209999379

Learning to Spell Chinese : = A Longitudinal Study among Hong Kong Kindergarteners Transitioning to Primary School.
Ye, Yanyan.

Learning to Spell Chinese :A Longitudinal Study among Hong Kong Kindergarteners Transitioning to Primary School. - 1 online resource (161 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2021.

Includes bibliographical references

This thesis comprises three manuscripts that examined Chinese spelling acquisition by following 325 Hong Kong Chinese children from the third year of kindergarten to grade two longitudinally. Children were 3- to 5-years-old at the beginning of the study and were assessed in three waves from May 2017 to August 2019. Two broad questions were addressed in the manuscripts. First, what is Chinese spelling, and what kind of cognitive-linguistic skills contribute to Chinese spelling acquisition? And second, what is the uniqueness of Chinese spelling, and how is it different from English spelling? Manuscript 1 tested both traditional literacy-related skills and two copying skills (pure copying and delayed copying) to examine the relations between these skills and Chinese beginning word spelling both concurrently and one year later. Results showed that pure and delayed copying skills uniquely contributed to Chinese spelling both concurrently and subsequently. With Time 1 spelling statistically controlled, delayed copying remained a strong predictor for both Time 1 spelling and later spelling performance. In addition, Time 1 morphological awareness, phonological awareness, orthographic awareness, and pure copying contributed to subsequent Chinese spelling mainly through their influence on Time 1 spelling performance. The findings indicated that delayed copying had both significant direct and indirect effects on Time 2 spelling performance. Manuscript 2 investigated the role of pure copying skill in both Chinese and English reading and spelling. With age and IQ statistically controlled, pure copying significantly contributed to later Chinese word reading and spelling over other cognitive-linguistic skills (i.e., phonological awareness, morphological awareness, and rapid automatized naming). However, pure copying was not a significant longitudinal predictor of English word reading and spelling. Manuscript 3 examined the correlates of Chinese word reading and word spelling. Notably, the longitudinal relations of Chinese word reading and spelling were tested using cross-lagged modeling. The final preferred model was a unidirectional model from reading to spelling, suggesting that previous reading performance (i.e., kindergarten and first grade) predicted later spelling performance (i.e., first grade and second grade, respectively). The model is consistent with the reading-to-spelling model in alphabetic writing systems. Overall, the present research demonstrates how Chinese word spelling might develop across the first few years of literacy learning and highlights the importance of copying for Chinese spelling acquisition.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798209999379Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

KindergartenIndex Terms--Genre/Form:

554714
Electronic books.

Learning to Spell Chinese : = A Longitudinal Study among Hong Kong Kindergarteners Transitioning to Primary School.
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520 $a This thesis comprises three manuscripts that examined Chinese spelling acquisition by following 325 Hong Kong Chinese children from the third year of kindergarten to grade two longitudinally. Children were 3- to 5-years-old at the beginning of the study and were assessed in three waves from May 2017 to August 2019. Two broad questions were addressed in the manuscripts. First, what is Chinese spelling, and what kind of cognitive-linguistic skills contribute to Chinese spelling acquisition? And second, what is the uniqueness of Chinese spelling, and how is it different from English spelling? Manuscript 1 tested both traditional literacy-related skills and two copying skills (pure copying and delayed copying) to examine the relations between these skills and Chinese beginning word spelling both concurrently and one year later. Results showed that pure and delayed copying skills uniquely contributed to Chinese spelling both concurrently and subsequently. With Time 1 spelling statistically controlled, delayed copying remained a strong predictor for both Time 1 spelling and later spelling performance. In addition, Time 1 morphological awareness, phonological awareness, orthographic awareness, and pure copying contributed to subsequent Chinese spelling mainly through their influence on Time 1 spelling performance. The findings indicated that delayed copying had both significant direct and indirect effects on Time 2 spelling performance. Manuscript 2 investigated the role of pure copying skill in both Chinese and English reading and spelling. With age and IQ statistically controlled, pure copying significantly contributed to later Chinese word reading and spelling over other cognitive-linguistic skills (i.e., phonological awareness, morphological awareness, and rapid automatized naming). However, pure copying was not a significant longitudinal predictor of English word reading and spelling. Manuscript 3 examined the correlates of Chinese word reading and word spelling. Notably, the longitudinal relations of Chinese word reading and spelling were tested using cross-lagged modeling. The final preferred model was a unidirectional model from reading to spelling, suggesting that previous reading performance (i.e., kindergarten and first grade) predicted later spelling performance (i.e., first grade and second grade, respectively). The model is consistent with the reading-to-spelling model in alphabetic writing systems. Overall, the present research demonstrates how Chinese word spelling might develop across the first few years of literacy learning and highlights the importance of copying for Chinese spelling acquisition.
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