東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A descriptive study of writing devel...

Lee, Kungshang.

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A descriptive study of writing development in Chinese-speaking young children, ages 3-6./
作者:	Lee, Kungshang.
面頁冊數:	227 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1006.
Contained By:	Dissertation Abstracts International60-04A.
標題:	Early childhood education. -
電子資源:	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.
LDR:03332nmm a2200313 4500 001 2060093
005 20150917133422.5
008 170521s1999 ||||||||||||||||| ||eng d
020 $a 9780599255432
035 $a (MiAaPQ)AAI9925866
035 $a AAI9925866
040 $a MiAaPQ $c MiAaPQ
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.
590 $a School code: 0209.
650 4 $a Early childhood education. $3 518817
650 4 $a Language arts. $3 532624
650 4 $a Asian literature. $3 2122707
690 $a 0518
690 $a 0279
690 $a 0305
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.
792 $a 1999
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9925866