Yeung Pui-Sze, Ho Connie Suk-Han, Chan David Wai-Ock, Chung Kevin Kien-Hoa
Faculty of Education, The University of Hong Kong, Pokfulam Road, Pokfulam, Hong Kong.
Read Writ. 2013 Aug;26(7):1195-1221. doi: 10.1007/s11145-012-9411-6.
The present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children's transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1-4 while ideation in grade 1 only contributed to text writing in grade 2. Stroke order knowledge was shown as an important handwriting skill in Chinese reflecting the characteristics of the Chinese orthography. A model of Chinese writing in early elementary grades was proposed. In the model, orthographic knowledge, morphological awareness and handwriting skills are proposed to contribute to spelling which is correlated with text writing. Handwriting skills, ideation, and syntactic skills were found to contribute to text writing. Path analysis results suggest that the longitudinal relationship between spelling and text writing is bidirectional.
本研究是一项为期四年的纵向研究，考察了340名中国小学生写作的重要预测因素。一年级时儿童的抄写技能（书写技能和拼写）以及句法技能是一至四年级文本写作的重要预测因素，而一年级时的构思能力仅对二年级的文本写作有贡献。笔画顺序知识被证明是反映汉字拼写特点的一项重要书写技能。本文提出了一个小学低年级中文写作模型。在该模型中，拼写与文本写作相关，正字法知识、形态意识和书写技能有助于拼写。研究发现，书写技能、构思能力和句法技能有助于文本写作。路径分析结果表明，拼写与文本写作之间的纵向关系是双向的。
