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Law, Nancy; Ki, Wing Wah; Chung, Albert Ling-Sung; Ko, Po Yuk; Lam, Ho Cheong

doi:10.1023/a:1008091730338

Cited by 48 publications

(11 citation statements)

References 3 publications

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“…The execution of the correct stroke sequence has traditionally been suggested as the key in accurate production and recognition of Chinese characters (Giovanni, 1994). However, primary school students often meet difficulties and make errors in stroke sequencing, even after being repeatedly taught stroke order rules (Law, Ki, Chung, Ko, & Lam, 1998). The third is related to challenge with pronunciation (So & Siegel, 1997).…”

Section: Requirement Analysismentioning

confidence: 99%

Learning Chinese characters via mobile technology in a primary school classroom

Meng

Tam

2014

Educational Media International

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This paper describes a project, including the design, development, and use of a mobile application (referred to as application hereafter) for learning Chinese as a second language in a bilingual primary school. The application was designed for iPod Touch Apple technology with the purpose to facilitate learning of a fundamental set of 200 Chinese characters. The project was a coordinated effort of experts, including an instructional designer, a software engineer, a Chinese language expert, and classroom teachers to develop an experimental Chinese character learning application for the primary school classroom. This paper reports how the project team explored experiences of teachers and learners in a particular context, developed understanding of teaching and learning needs for Chinese language learning, and how these inform design of the educational application. The final outcomes of the project include a Chinese character learning application and recommendations for design and use of educational applications in Chinese language teaching and other similar contexts.

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Section: Requirement Analysismentioning

confidence: 99%

Learning Chinese characters via mobile technology in a primary school classroom

Meng

Tam

2014

Educational Media International

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“…Moreover, in order to produce legible handwriting outputs, the writers need to pay attention to the formation of some 31 major stroke forms and six major stroke sequencing rules (see Law, Ki, Chung, Ko, & Lam, 1998, for illustration), and to write every character within the boundary of a square grid (Lam et al, 2011). This is different from the English writing system that requires writers to produce written words from the fixed set of 26 letters on the horizontal grid lines (Figure 1).…”

Section: Nature Of Writing To Dictation and Handwriting In Chinese Lamentioning

confidence: 99%

“…During the test, each participant was required to copy a standardized template of 90 characters displayed on the computer screen as quickly and as accurately as possible. All of the selected characters in CHAT are taught in the first grade of primary school, and they cover all the six main basic structures and stroke patterns of Chinese characters (Law et al, 1998). The test-retest reliabilities (measured by intra-class correlation coefficients [ICC]) for all parameters of CHAT were between .88 and .93 (Lam et al, 2011).…”

Section: Handwriting Performancementioning

confidence: 99%

Writing to dictation and handwriting performance among Chinese children with dyslexia: Relationships with orthographic knowledge and perceptual-motor skills

Cheng-Lai

Li‐Tsang

Chan

et al. 2013

Research in Developmental Disabilities

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The purpose of this study was to investigate the relationships between writing to dictation, handwriting, orthographic, and perceptual-motor skills among Chinese children with dyslexia.A cross-sectional design was used. A total of 45 third graders with dyslexia were assessed.Results of stepwise multiple regression models showed that Chinese character naming was the only predictor associated with word dictation (β = .32); handwriting speed was related to deficits in rapid automatic naming (β = -.36) and saccadic efficiency (β = -.29), and visual-motor integration predicted both of the number of characters exceeded grid (β = -.41) and variability of character size (β = -.38). The findings provided support to a multi-stage working memory model of writing for explaining the possible underlying mechanism of writing to dictation and handwriting difficulties.

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“…Chinese characters are made up of different strokes, the basic graphic elements of Chinese handwriting. There are eight basic types of strokes (Law, Ki, Chung, Ko, & Lam, 1998). Strokes are combined to form stroke patterns.…”

Section: Introductionmentioning

confidence: 99%

“…The psychomotor memory of the stroke order of words is essential for writing a Chinese character from memory. In general, there are six major rules of stroke order in Chinese writing (Law et al, 1998). Results from the priming study by Flores d’Arcais (1994) suggest that the temporal order of strokes in Chinese characters is likely to be related to the processing of lexical representation.…”

Section: Introductionmentioning

confidence: 99%

Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

Yeung

Chan

et al. 2012

Read Writ

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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.

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Untitled

Cited by 48 publications

References 3 publications

Learning Chinese characters via mobile technology in a primary school classroom

Learning Chinese characters via mobile technology in a primary school classroom

Writing to dictation and handwriting performance among Chinese children with dyslexia: Relationships with orthographic knowledge and perceptual-motor skills

Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

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