The relationships between paired associate learning and Chinese word writing in kindergarten children

Liu, Catrina; Chung, Kevin Kien Hoa

doi:10.1007/s11145-021-10138-5

Cited by 7 publications

(6 citation statements)

References 59 publications

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“…Our path analyses through overall PAL (Fig. 5 a) revealed a significant direct effect of PA on PAL, which was consistent with Liu and Chung ( 2021 ) showing that PA influenced word reading via PAL among kindergarteners. The present study has produced evidence of the robust integration of PA and PAL by finding a significant association between PA on PAL even when taking PRA into account.…”

Section: Discussionsupporting

confidence: 88%

“…In contrast to previous research of alphabetic orthographies consistently suggesting that PA facilitates a phonological representation in PAL, which in turn enhances reading skills (Ehm et al, 2019 ; Mourgues et al, 2016 ), inconsistent results were found for Chinese by Liu et al, 2021 ; Liu & Chung, 2021 ). Liu and Chung ( 2021 ) found that PAL mediates the relationship between PA (measured using a syllable deletion task) and word reading, after controlling for the PA, orthographic knowledge, visual–motor integration, inhibition, ability to read words, age, and nonverbal intelligence quotient (IQ) of second-year kindergarten children (K2). However, Liu et al ( 2021 ) found no such relationship between PA (also measured using a syllable deletion task) and PAL in third-year kindergarten children (K3).…”

Section: Introductioncontrasting

confidence: 62%

“…Liu and Chung ( 2021 ) found that OA and PAL made unique contributions to word reading among 204 preschool children. The present study extended the participants to second-grade students, and after considering OA (PRA in this study) found only a marginally significant relationship between PAL and word reading.…”

Section: Discussionmentioning

confidence: 99%

“…Given that building print–meaning and print–sound mappings is a major goal of word acquisition (Perfetti & Hart, 2002 ; Seidenberg & McClelland, 1989 ), the present study included the visual–pronunciation PAL measured using a visual–verbal PAL task and the visual–semantic PAL measured using a visual–visual PAL task to evaluate the latent variable: the construct of PAL. The PAL stimulus materials were self-developed based on previous research (Chow, 2014 ; Georgiou et al, 2017 ; Li et al, 2009 ; Liu & Chung, 2021 ; Liu et al, 2021 ). The Appendix lists the 20 coined stroke patterns used and the corresponding syllables and figures.…”

Section: Methodsmentioning

confidence: 99%

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Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness

Tseng

Chang

et al. 2022

Read Writ

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This study aimed to determine how Chinese children adapt to Chinese orthography–phonology correspondence by acquiring phonetic radical awareness (PRA). This study used two important Chinese encoding approaches (rote and orthographic approaches) as the developmental trajectory, in which the present study hypothesized that phonological awareness (PA) exerts not only a direct influence on PRA but also an indirect influence through paired– associate learning (PAL). We also explored whether the association between PA and PAL is affected by the complexity of visual stimuli embedded in PAL. This study recruited 70 s-grade students to participate in various tests, which assessed (a) PA (measured by onset and rhyme awareness), (b) PRA (measured by regularity and consistency of phonetic radicals), (c) PAL (measured by learning performance on strokes; pattern-object and strokes pattern-syllable mapping), and (d) Chinese character recognition ability. Path analyses indicated that (1) character size had a significant positive correlation with PRA but not with PAL, (2) PAL fully mediated the association between PA and PRA, and (3) compared with PAL with a low stroke count, PA had a stronger relationship with PAL with a high stroke count. The results of this study were consistent with previous studies and suggest that PRA is the most important literacy skill for children in the middle of their learning-to-read stage. The results also augment existing literature by revealing that PRA acquisition is increased by PAL supported by PA, rather than by PA alone. Moreover, when the visual complexity of PAL increases, the support of PA to PAL would increase to make up for the working memory shortage.

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Section: Discussionsupporting

confidence: 88%

Section: Introductioncontrasting

confidence: 62%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness

Tseng

Chang

et al. 2022

Read Writ

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“…When reading or hearing 王子 (prince), children may decode the word as having two characters 王 (king)and 子 (son), the correct order of two characters from left to right, and feasibilities of other words starting with or including 王, such as 王 and 后 (wife) is 王后 (queen). The process of writing Chinese words can be more cognitive demanding than reading words as children need to connect phonological components of Chinese characters to orthographic knowledge of radicals (Liu & Chung, 2021; Zhang et al, 2019). In addition to retrieving the characters from their memory, they also need to “build” the characters using eight basic non‐phonetic strokes (i.e., 丨, 丿, 一, 丶, 乛, 乀, 亅).…”

Section: Universal and Language‐specific Features Of Early Writingmentioning

confidence: 99%

Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches

Bingham¹,

Gerde²,

Zhang³

et al. 2022

The Reading Teacher

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Emergent bilingual children express their ideas in written language through meaningful marks on a page by leveraging their oral language and print focused skills from home and school languages. Because writing is a complex task, particularly for children learning more than one language, teachers must make decisions about how they guide children through the writing process and how they respond in the moment to children’s writing ideas or actions. This article addresses the early writing environments and instructional practices needed to meet the needs of emergent bilingual writers. We examine how universal and language specific oral to written connections can be utilized in every day classroom interactions to support emergent bilingual children’s meaning and print based writing skills. Detailed examples of modeling and scaffolding practices that support preschool children’s writing development are described. Early writing, emergent bilinguals, early literacy, teacher practice, dual language learners, modeling, scaffolding.

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Associations Between Behavioral, Cognitive, and Emotional Self-Regulation and Academic and Social Outcomes Among Chinese Children: a Meta-analysis

Geng,

Zeng,

Guo

2023

Educ Psychol Rev

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The relationships between paired associate learning and Chinese word writing in kindergarten children

Cited by 7 publications

References 59 publications

Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness

Learning to read Chinese: the roles of phonological awareness, paired–associate learning, and phonetic radical awareness

Supporting the Writing Development of Emergent Bilingual Children: Universal and Language‐Specific Approaches

Associations Between Behavioral, Cognitive, and Emotional Self-Regulation and Academic and Social Outcomes Among Chinese Children: a Meta-analysis

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