Maternal mediation of writing in Chinese children

Lin, Dan; McBride‐Chang, Catherine; Aram, Dorit; Levin, Iris; Cheung, Rebecca Y. M.; Chow, Yuk-Yin; Tolchinsky, Liliana

doi:10.1080/01690960801970615

Cited by 75 publications

(88 citation statements)

References 24 publications

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“…In addition, the focus on lexical tone in Pinyin writing, alongside the phonemic and rime features of the system, has not been previously explored in relation to maternal mediation for early literacy development. The present study adds to the growing body of work establishing the importance of early parent-child writing for literacy acquisition (e.g., Aram & Levin, 2001Lin et al, 2009;Neumann, Hood, & Neumann, 2008) by demonstrating that such shared writing, when phonologically sensible, is important even when the writing is not writing of the actual orthography itself. See Table 9.…”

Section: Discussionmentioning

confidence: 71%

“…These should be explored in future work. Both of these demographics variables may be important particularly because they might influence maternal mediation of Pinyin, with mothers directing more advanced, analytic strategies to children who have a better understanding of word or character structures (e.g., Lin et al, 2009). Chinese mothers tend to scaffold their children's early literacy learning, focusing on the strategies they think are of greatest help in fostering children's understanding (e.g., Lin et al, 2009).…”

Section: Discussionmentioning

confidence: 98%

“…We viewed more holistic (e.g., onset-rime or no mediation; no indication of tone) as more unanalyzed, or surface-level mediation, whereas phoneme mediation or specific tone mediation was viewed as more analytic and detailed mediation because of the specificity of information mothers provided to their children in these instances. A more analytic approach to literacy mastery in mothers tends to be particularly facilitative of literacy acquisition for children, as found in relation both to alphabetic word mediation (Aram & Levin, 2001 and Chinese word mediation (Lin et al, 2009). That is, we expected that a more fine-grained quality of maternal Pinyin mediation would be positively associated with literacy acquisition in Chinese.…”

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confidence: 94%

“…Mothers may be especially important for home literacy in both Western (Meisels, 1998) and Chinese (Chao & Tseng, 2002;Ho, 1996) cultures. Moreover, different mothers may use different scaffolding strategies that may differ in qualitative ways in relation to children's writing (Aram, 2007;Aram & Levin, 2001Lin et al, 2009). For example, maternal mediation in kindergarten was found to be predictive of children's concurrent independent word writing and recognition after controlling for sociocultural factors (Aram & Levin, 2001) and even predictive of children's literacy achievement in second grade beyond sociocultural factors and children's own achievement in kindergarten (Aram & Levin, 2004).…”

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confidence: 95%

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The ABC’s of Chinese: maternal mediation of Pinyin for Chinese children’s early literacy skills

et al. 2010

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In the present study, maternal Pinyin mediation and its relations with young Chinese children's word reading and word writing development were explored. At time 1, 43 Mainland Chinese children and their mothers were videotaped on a task in which children were asked to write 12 words in Pinyin (a phonological coding system used in Mainland China as an aid to reading Chinese characters) with help from their mothers. The videotapes were later coded on a scale (adapted from Aram & Levin, 2001) of mothers' writing facilitation techniques. Scores on this scale of maternal mediation of Pinyin uniquely explained children's reading of Chinese words, but not writing of Chinese words, after statistically controlling for maternal education and age, and children's non-verbal IQ, age, and phonological awareness. At time 2, 22 of the children from time 1 were further tested on Chinese word reading and word reading task 1 year later. After controlling for children's age and non-verbal IQ, maternal Pinyin mediation uniquely explained 6% of the variance in children's word writing and 7% of the variance in children's word reading performance at time 2. Results underscore the potential importance of the maternal scaffolding role for reading acquisition both theoretically and practically in a domain not previously explored (i.e., use of a common coding system (Pinyin) for learning to read, rather than word reading itself).

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Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 98%

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confidence: 94%

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confidence: 95%

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The ABC’s of Chinese: maternal mediation of Pinyin for Chinese children’s early literacy skills

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“…This probably reflects the fact that even the most iconic Chinese characters are much less iconic than most pictures. Indeed, Chinese parents do not seem to make much use of iconicity when teaching their youngsters to write characters (Lin et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Early differentiation between drawing and writing in Chinese children

Treiman

Yin

2011

Journal of Experimental Child Psychology

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Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba

Kalindi

McBride

Lin

2017

Reading Research Quarterly

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A B S T R A C TConsidering the importance attached to writing as a life skill, this study investigated the nature and variability of adults' aid to Zambian second graders in the context of shared writing in Bemba (first language), and the relations between this support and students' literacy and cognitive-metalinguistic skills. Fifty-seven children and their caregivers were videotaped while writing word items in Bemba. To document the adults' literate mediation (i.e., lettersound correspondences) and print mediation (i.e., letter formation), the adult support was coded at the letter level, and demand for precision mediation (i.e., expectation for correcting writing errors) was coded at the word level. Results revealed that the adults provided diverse but mostly low-level support for literate and print mediation dimensions. In contrast, the adults also provided high-level support for the demand for precision dimension. Overall, adult literate support uniquely explained children's word reading and writing, including orthographic awareness and alphabet sound knowledge, and print support explained children's alphabet knowledge and orthographic awareness. Furthermore, demand for precision support was also linked to students' word reading and phonological awareness. Thus, despite providing low-level writing support, adult support was associated with children's literacy and language-related skills. The results also underscore the potential importance of caregivers as literacy resources to enhance acquisition of literacy skills in an orthography and region not commonly investigated (i.e., Bemba in subSaharan Africa).A great deal of research has demonstrated the importance of cognitive/metalinguistic abilities in early reading development across different cultures and languages (see, e.g.,

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Maternal mediation of writing in Chinese children

Cited by 75 publications

References 24 publications

The ABC’s of Chinese: maternal mediation of Pinyin for Chinese children’s early literacy skills

The ABC’s of Chinese: maternal mediation of Pinyin for Chinese children’s early literacy skills

Early differentiation between drawing and writing in Chinese children

Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba

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