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Writing quality in Chinese children: speed and fluency matter |
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| Authors: | Cathy Ming Wai Yan Catherine McBride-Chang Richard K Wagner Juan Zhang Anita M Y Wong Hua Shu |
| Institution: | 1. Department of Psychology, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong 2. Department of Psychology, Florida State University, Tallahassee, FL, USA 3. Division of Speech and Hearing Sciences, Faculty of Education, University of Hong Kong, Pokfulam, Hong Kong 4. Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China |
| Abstract: | There were two goals of the present study. The first was to create a scoring scheme by which 9-year-old Chinese children??s writing compositions could be rated to form a total score for writing quality. The second was to examine cognitive correlates of writing quality at age 9 from measures administered at ages 6?C9. Age 9 writing compositions were scored using a 7-element rubric; following confirmatory factor analyses, 5 of these elements were retained to represent overall writing quality for subsequent analyses. Measures of vocabulary knowledge, Chinese word dictation, phonological awareness, speed of processing, speeded naming, and handwriting fluency at ages 6?C9 were all significantly associated with the obtained overall writing quality measure even when the statistical effect of age was removed. With vocabulary knowledge, dictation skill, age, gender, and phonological awareness included in a regression equation, 35% of the variance in age 9 writing quality was explained. With the variables of speed of processing, speeded naming, and handwriting fluency additionally included as a block, 12% additional variance in the equation was explained. In addition to gender, overall unique correlates of writing quality were dictation, speed of processing, and handwriting fluency, underscoring the importance of both general automaticity and specific writing fluency for writing quality development in children. |
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