Comparison studies of typing and handwriting in Chinese language learning: A synthetic review

Lyu, Boning; Lai, Chun; Lin, Chin‐Hsi; Gong, Yang

doi:10.1016/j.ijer.2021.101740

Cited by 46 publications

(22 citation statements)

References 49 publications

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“…That HW training leads to better writing skills (Abbott & Berninger, 1993;Bara, Gentaz, Colé, & Sprenger-Charolles, 2004;Kiefer et al, 2015;Santangelo & Graham, 2016; for a recent seletive review, see, Lyu, Lai, Lin, & Gong, 2021) may seem trivial, but it is impressive that HW training benefits visual graph recognition. The motor act of producing letters by hand, stroke by stroke, establishes a connection between the visual percept of the graph and the motor plan for creating it, resulting in a sensorimotor experience that facilitates graph recognition and, in turn, learning to read.…”

Section: Introductionmentioning

confidence: 99%

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

2022

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Handwriting (HW) training seems to boost recognition of visual graphs and learning to read more than other learning experiences. However, effects across studies appear to be variable and the underlying cognitive mechanism has been elusive. We thus conducted a meta-analysis on 50 independent experiments (with 1525 participants) to determine the magnitude of this HW benefit in visual graph recognition, while enlightening the underlying cognitive mechanism, by investigating four types of moderators: training program (type of control training, presence/absence of phonological training, and HW tasks adopted); set size and training regime (duration and frequency of session and total amount of training); granularity of visual discrimination and perceptual learning tasks; and age of participants.The benefit from HW training was moderate-to-large and significant (Hedge's g = 0.58, SE = .09) and was also modulated by type of control training (larger relative to motor, g = 0.78, than to visual control, g = 0.37), phonological training (larger when it was absent, g = 0.79, than present, g = 0.47), and granularity of visual discrimination (larger for fine-grained, g = 0.93, than coarse-grained, g = 0.19). These results are consistent with symbolic accounts that hold that the advantage from HW training in visual graph recognition is about perceptual learning rather than the motor act. Multiple meta-regressions also revealed that training regime moderated the HW benefit. We conclude that HW training is effective to improve visual graph recognition, and hence, is still relevant for literacy instruction in the present digital era.

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Section: Introductionmentioning

confidence: 99%

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

2022

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“…Although Ellis and Yuan's (2004) research was conducted with paper-based writing, this insight is also informative for typing in Chinese given that knowing the pronunciation of a Chinese character does not guarantee successfully outputting its written form due to nontransparent sound-form mappings in the writing system (Zhang, 2017). Writers may need to allocate a certain amount of conscious effort to an additional phoneme-grapheme conversion process that is usually not needed when typing an alphabetic language (Lyu, Lai, Lin, & Gong, 2021) because of the need to recognize the target character among a list of candidates suggested by the input method.…”

Section: Introductionmentioning

confidence: 99%

“…See Lyu et al. (2021) for a synthetic review of the effects of handwriting and typing on L2 Chinese learning, including writing.…”

mentioning

confidence: 99%

Second Language Chinese Computer‐Based Writing by Learners With Alphabetic First Languages: Writing Behaviors, Second Language Proficiency, Genre, and Text Quality

Lu¹

2021

Language Learning

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This study examined the relationship of L2 Chinese proficiency with writing behaviors in L2 Chinese and whether this relationship is mediated by genre. It additionally investigated how writing behaviors relate to L2 Chinese text quality. A sample of 32 L2 writers of Chinese performed two argumentative and two narrative tasks on a computer. Their keystrokes were logged. Participants’ L2 Chinese proficiency was estimated by a cloze test. Writing behaviors were operationalized as online measures of fluency, pausing, and revision. Text quality was assessed via holistic rating. Regression analyses revealed positive relationships of L2 proficiency to fluency, between‐word pause duration, between‐clause and between‐sentence pause frequency, and below‐clause revision frequency. L2 proficiency was also found to negatively correlate with within‐word and between‐word pause frequency and between‐sentence pause duration. Genre did not modulate the relationship of L2 proficiency to writing behaviors. More highly rated L2 Chinese texts were associated with fewer between‐word pauses.

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“…Writing in a cursive manner is commonly used as a tool for acquiring handwriting skills (Arnold et al, 2017;Ose Askvik et al, 2020). Furthermore, handwriting of strokes helps Chinese learners improve orthographic recognition and orthographic-semantic mapping at both the character and lexical levels (Lyu et al, 2021), but the effect of handwriting single letters in English on word recognition remains unexplored. Thus, handwriting curved and straight-line writing units in either language might affect Chinese and English word recognition differently.…”

Section: Introductionmentioning

confidence: 99%

Curved vs. Straight-Line Handwriting Effects on Word Recognition in Typical and Dyslexic Readers Across Chinese and English

Guan

Wang

et al. 2021

Front. Psychol.

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Handwriting serves to link auditory and motor routines with visual word processing, which is a hallmark of successful reading. The current study aims to explore the effect of multisensory integration as a pathway to neural specialization for print among typical and dyslexic readers across writing systems. We identified 9–10-year-old dyslexic Chinese children (n = 24) and their typically developing counterparts (n = 24) on whom we conducted both behavioral and electroencephalogram (EEG) experiments. We designed four learning conditions: Handwriting Chinese (HC), Viewing Chinese (VC), Drawing followed by Character Recognition in Chinese (D-C), and Drawing followed by Word Recognition in English (D-E). In both handwriting and drawing conditions, we also designed curved vs. straight-line stimuli. Both behavioral and EEG results showed that handwriting straight line strokes facilitated visual word recognition in Chinese compared to handwriting curved lines. Handwriting conditions resulted in a lateralization of the N170 in typical readers, but not the dyslexic readers. Interestingly, drawing curved lines facilitate word recognition in English among dyslexic readers. Taken together, the results of the study suggest benefits of handwriting on the neural processing and behavioral performance in response to Chinese character recognition and curved-line drawing effects on English word recognition among dyslexic readers. But the lack of handwriting effects in dyslexic readers suggest that students who have deficits in reading may also be missing the link between multisensory integration and word recognition in the visual word form areas. The current study results have implications for maintaining handwriting practices to promote perception and motor integration for visual word form area development for normal readers and suggest that drawing practices might benefit Chinese dyslexic readers in reading English.

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Comparison studies of typing and handwriting in Chinese language learning: A synthetic review

Cited by 46 publications

References 49 publications

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

From Hand to Eye: a Meta-Analysis of the Benefit from Handwriting Training in Visual Graph Recognition

Second Language Chinese Computer‐Based Writing by Learners With Alphabetic First Languages: Writing Behaviors, Second Language Proficiency, Genre, and Text Quality

Curved vs. Straight-Line Handwriting Effects on Word Recognition in Typical and Dyslexic Readers Across Chinese and English

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