Identifying the unique role of orthographic working memory in a componential model of Hong Kong kindergarteners’ Chinese written spelling

Mo, Jianhong; McBride, Catherine; Yip, Laiying

doi:10.1007/s11145-018-9829-6

Cited by 26 publications

(41 citation statements)

References 50 publications

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“…This transfer is important but not homogeneous, with different aspects of handwriting being transferred more or less rapidly. These results are in line with previous research 37 showing that performance in copying a foreign script correlates with fine motor skills. As children of older ages gain more experience in manipulating the pen, they become more efficient in copying.…”

Section: Discussionsupporting

confidence: 93%

“…The measures of unfamiliar print copying were scored differently based on the requirements of each script. Across studies 33 – 37 , children’s performances with these unfamiliar scripts, either individually or as a copying factor, were significantly associated with and sometimes uniquely (apart from other cognitive-linguistic skills) predictive of their native Chinese dictation skills. Moreover, measures of copying performance of one unfamiliar script with another were also moderately associated 33 , 35 .…”

Section: Introductionmentioning

confidence: 98%

“…Moreover, measures of copying performance of one unfamiliar script with another were also moderately associated 33 , 35 . Finally, in one study of kindergartners 37 , copying of unfamiliar script was correlated 0.42 with the well-established measure of visual-motor skill called the Beery VMI 38 . Collectively, these studies suggest that handwriting skills across scripts may share a core coherency that taps various aspects of handwriting that might transfer, including, but not limited to, attention to fine detail, spacing, pressure, and density.…”

Section: Introductionmentioning

confidence: 99%

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The transferability of handwriting skills: from the Cyrillic to the Latin alphabet

et al. 2021

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Do handwriting skills transfer when a child writes in two different scripts, such as the Latin and Cyrillic alphabets? Are our measures of handwriting skills intrinsically bound to one alphabet or will a child who faces handwriting difficulties in one script experience similar difficulties in the other script? To answer these questions, 190 children from grades 1–4 were asked to copy a short text using both the Cyrillic and Latin alphabets on a digital tablet. A recent change of policy in Kazakhstan gave us an opportunity to measure transfer, as the Latin-based Kazakh alphabet has not yet been introduced. Therefore, pupils in grade 1 had a 6-months experience in Cyrillic, and pupils in grades 2, 3, and 4 had 1.5, 2.5, and 3.5 years of experience in Cyrillic, respectively. This unique situation created a quasi-experimental situation that allowed us to measure the influence of the number of years spent practicing Cyrillic on the quality of handwriting in the Latin alphabet. The results showed that some of the differences between the two scripts were constant across all grades. These differences thus reflect the intrinsic differences in the handwriting dynamics between the two alphabets. For instance, several features related to the pen pressure on the tablet are quite different. Other features, however, revealed decreasing differences between the two scripts across grades. While we found that the quality of Cyrillic writing increased from grades 1–4, due to increased practice, we also found that the quality of the Latin writing increased as well, despite the fact that all of the pupils had the same absence of experience in writing in Latin. We can therefore interpret this improvement in Latin script as an indicator of the transfer of fine motor control skills from Cyrillic to Latin. This result is especially surprising given that one could instead hypothesize a negative transfer, i.e., that the finger controls automated for one alphabet would interfere with those required by the other alphabet. One interesting side-effect of these findings is that the algorithms that we developed for the diagnosis of handwriting difficulties among French-speaking children could be relevant for other alphabets, paving the way for the creation of a cross-lingual model for the detection of handwriting difficulties.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

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The transferability of handwriting skills: from the Cyrillic to the Latin alphabet

et al. 2021

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“…However, there has been little research regarding the effect of copying on Hangul acquisition among Korean children. Recently, copying skills were found to be strongly related to the spelling development in Chinese and English studies (Bourke, Davies, Sumner, & Green, 2014; Lam & McBride, 2018; Mo, McBride, & Yip, 2018; Wang, McBride‐Chang, & Chan, 2014). However, few studies have reported significant associations of copying skills with children's word recognition (e.g., Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004; Wang et al, 2014).…”

Section: Early Word Reading and Spelling In Korean Hangulmentioning

confidence: 99%

“…Copying entails diverse skills such as visual perception and analysis, visual‐motor integration, orthographic coding, visual chunking, working memory and handwriting (Berninger et al, 1992; Mo et al, 2018). In a typical copying practice at home or at school when children begin to write, children are often asked to copy letters, words or sentences as soon as possible within a given time.…”

Section: Early Word Reading and Spelling In Korean Hangulmentioning

confidence: 99%

Relations of copying skills to Korean word reading and spelling among Korean kindergartners

Cho

2020

Journal Research in Reading

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Background Recent research suggests that diverse types of copying, including pure copying, copying fluency and delayed copying, contributed to children's spelling of Chinese characters and English words but not to word recognition. This study examined the relations of pure copying, copying fluency and delayed copying to beginning word reading and spelling in Korean Hangul. Methods One hundred and five Korean kindergarten children aged 5 and 6 years were tested on pure copying of unfamiliar print of Vietnamese, copying fluency and delayed copying of Korean Gulja (written syllable) and cognitive skills including nonverbal reasoning, syllable and phoneme awareness and orthographic awareness. Results Hierarchical regression analyses showed that copying fluency and delayed copying of Korean Gulja uniquely explained Korean word reading and spelling after controlling for age, cognitive skills and Vietnamese copying. In addition, squared semi‐partial correlations revealed that orthographic and phonological awareness significantly and uniquely contributed to Korean word reading and spelling. Conclusion The findings highlight that copying fluency and delayed copying of Hangul Gulja are the most important factors in early Korean word recognition and spelling. Similar cognitive correlates such as syllable and orthographic awareness and orthographic working memory contributed to the initial reading and spelling of Korean words.

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How Do Word Reading and Word Spelling Develop Over Time? A Three‐Year Longitudinal Study of Hong Kong Chinese–English Bilingual Children

Ruan

Lui³

et al. 2022

Reading Research Quarterly

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Identifying the unique role of orthographic working memory in a componential model of Hong Kong kindergarteners’ Chinese written spelling

Cited by 26 publications

References 50 publications

The transferability of handwriting skills: from the Cyrillic to the Latin alphabet

The transferability of handwriting skills: from the Cyrillic to the Latin alphabet

Relations of copying skills to Korean word reading and spelling among Korean kindergartners

How Do Word Reading and Word Spelling Develop Over Time? A Three‐Year Longitudinal Study of Hong Kong Chinese–English Bilingual Children

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