Effects of Orthographic Knowledge, Morphological Awareness and Reading Comprehension on Chinese Third Graders’ Writing to Dictation

• In Event: Poster Session 07
  In Poster Session: PS 07 Topic - Language, Communication

Abstract

The purpose of this study was to investigate the roles of orthographic knowledge, morphological awareness and reading comprehension in understanding Chinese children’s writing to dictation. For this purpose, 215 third graders in Beijing were assessed. The results from a multiple regression model demonstrated that orthographic knowledge, morphological awareness and reading comprehension predicted Chinese writing to dictation. Using path analyses, we further found that the morphological awareness had both direct and indirect effect on writing to dictation, while orthographic knowledge showed only an indirect effect mediated by both morphological awareness and reading comprehension. These findings suggest that cognitive-linguistic skills such as orthographic knowledge and morphological awareness can serve as third variables with regard to reading-writing connection. Confirming the existing work on the multiple variables that may influence writing to dictation, we also uncovered the mechanism and path between them in Chinese readers. The findings here underscore the importance of orthographic knowledge, morphological awareness and reading comprehension with regard to writing to dictation and indicate that variables related to semantics uniquely contribute to Chinese writing to dictation.

Authors

• Li Kang, Seoul National University
  Presenting Author

• Naya Choi, Seoul National University
  Non-Presenting Author

• Haojian Zhao, Seoul National University
  Non-Presenting Author