Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/4751
Title: The role of stroke knowledge in reading and spelling in Chinese
Authors: Dr. LO Lap Yan 
Yeung, Pui-sze 
Ho, Connie Suk-Han 
Chan, David Wai-ock 
Chung, Kevin Kien-hoa 
Issue Date: 2016
Source: Journal of Research in Reading, Nov 2016, vol. 39(4), pp. 367-388.
Journal: Journal of Research in Reading 
Abstract: The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2-year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling performance across the years. Stroke knowledge contributed both concurrently (Grade 1) and longitudinally (Grade 2) to children's spelling performance after controlling for rapid naming, phonological awareness, morphological awareness and radical knowledge. These findings support the significance of radical knowledge in Chinese reading and spelling and the specific role of stroke order knowledge in Chinese spelling. The findings have implications for the design of an effective curriculum for teaching children to spell Chinese characters.
Type: Peer Reviewed Journal Article
URI: http://hdl.handle.net/20.500.11861/4751
ISSN: 0141-0423
DOI: 10.1111/1467-9817.12058
Appears in Collections:Counselling and Psychology - Publication

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