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A descriptive study of writing devel...

Lee, Kungshang.

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A descriptive study of writing development in Chinese-speaking young children, ages 3-6.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A descriptive study of writing development in Chinese-speaking young children, ages 3-6./
Author:	Lee, Kungshang.
Description:	227 p.
Notes:	Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1006.
Contained By:	Dissertation Abstracts International60-04A.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9925866
ISBN:	9780599255432

A descriptive study of writing development in Chinese-speaking young children, ages 3-6.
Lee, Kungshang.

A descriptive study of writing development in Chinese-speaking young children, ages 3-6. - 227 p.

Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1006.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 1999.

This item must not be sold to any third party vendors.

The present study investigated the knowledge applied by three-to six-year-old Chinese speaking children in learning to write. The study intended (1) to illuminate the developmentally different and distinct writing structures, (2) to understand the awareness of the form and knowledge of functional writings, (3) to examine the influences of task contexts, and (4) to establish the scheme of developmental writing levels displayed by Chinese-peaking young children. Thirty subjects, who were three- to six-year-old students from a daycare in Taiwan, were interviewed at the end of a school year. Observations and writing samples from both word-writing and functional writing sessions were utilized to obtain subjects' knowledge about Chinese writing language system. Data were presented in terms of age groups to understand the developmental differences in acquiring the knowledge of Chinese writing language. The results showed that, in this study, every subject acquired some pieces of knowledge in orthographic, phonological, and semantic domains and in each format of functional writings (making a list and writing a letter). Younger children tended to consistently organize their orthographic structures by using single dominant prototype-strokes or -elements, to apply one-syllable-one-character phonological knowledge , to respond with graphics or to reflect represented objects' characteristics in writing attempts to guarantee semantic representations, to use listing format to make a list, and to have very limited knowledge in writing a letter. Older children tended to consistently organize their orthographic structures by using multiple dominant prototype-character-like structures and true characters, to apply one-syllable-one-character phonological knowledge, to use arbitrary and conventional semantic representations, to make a listing format for a list, and to have partial knowledge in writing a letter. The results also showed that the different task context influenced subjects' focuses in making writing attempts, and that a developmental schema of early writing in Chinese-speaking children was established. Suggestions for further studies and recommendations for teachers of three- to six-year-olds were provided.

ISBN: 9780599255432Subjects--Topical Terms:

518817
Early childhood education.

A descriptive study of writing development in Chinese-speaking young children, ages 3-6.
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020 $a 9780599255432
035 $a (MiAaPQ)AAI9925866
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100 1 $a Lee, Kungshang. $3 3174240
245 1 2 $a A descriptive study of writing development in Chinese-speaking young children, ages 3-6.
300 $a 227 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1006.
500 $a Major Professor: Nancy L. Quisenberry.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 1999.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The present study investigated the knowledge applied by three-to six-year-old Chinese speaking children in learning to write. The study intended (1) to illuminate the developmentally different and distinct writing structures, (2) to understand the awareness of the form and knowledge of functional writings, (3) to examine the influences of task contexts, and (4) to establish the scheme of developmental writing levels displayed by Chinese-peaking young children. Thirty subjects, who were three- to six-year-old students from a daycare in Taiwan, were interviewed at the end of a school year. Observations and writing samples from both word-writing and functional writing sessions were utilized to obtain subjects' knowledge about Chinese writing language system. Data were presented in terms of age groups to understand the developmental differences in acquiring the knowledge of Chinese writing language. The results showed that, in this study, every subject acquired some pieces of knowledge in orthographic, phonological, and semantic domains and in each format of functional writings (making a list and writing a letter). Younger children tended to consistently organize their orthographic structures by using single dominant prototype-strokes or -elements, to apply one-syllable-one-character phonological knowledge , to respond with graphics or to reflect represented objects' characteristics in writing attempts to guarantee semantic representations, to use listing format to make a list, and to have very limited knowledge in writing a letter. Older children tended to consistently organize their orthographic structures by using multiple dominant prototype-character-like structures and true characters, to apply one-syllable-one-character phonological knowledge, to use arbitrary and conventional semantic representations, to make a listing format for a list, and to have partial knowledge in writing a letter. The results also showed that the different task context influenced subjects' focuses in making writing attempts, and that a developmental schema of early writing in Chinese-speaking children was established. Suggestions for further studies and recommendations for teachers of three- to six-year-olds were provided.
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650 4 $a Language arts. $3 532624
650 4 $a Asian literature. $3 2122707
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710 2 $a Southern Illinois University at Carbondale. $3 718932
773 0 $t Dissertation Abstracts International $g 60-04A.
790 $a 0209
791 $a Ph.D.
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9925866