Are poor Chinese text comprehenders also poor in written composition?

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• 作者：Connie Qun Guan (1) (2)
  Feifei Ye (3)
  Wanjin Meng (4)
  Che Kan Leong (5) (6)
  
• 关键词：Genres of Chinese written composition ; Linguistic tasks ; Text comprehension ; Working memory
• 刊名：Annals of Dyslexia
• 出版年：2013
• 出版时间：October 2013
• 年：2013
• 卷：63
• 期：3-4
• 页码：217-238
• 全文大小：
• 作者单位：Connie Qun Guan (1) (2)
  Feifei Ye (3)
  Wanjin Meng (4)
  Che Kan Leong (5) (6)
  
  1. University of Science and Technology Beijing, Beijing, People’s Republic of China
  2. Florida State University, Tallahassee, FL, USA
  3. University of Pittsburgh, Pittsburgh, PA, USA
  4. Department of Psychology and Special Education, China National Institute of Education Sciences, Beijing, 100088, People’s Republic of China
  5. Department of Educational Psychology & Special Education, University of Saskatchewan, 28 Campus Drive, Saskatoon, Saskatchewan, Canada, S7N 0X1
  6. Chinese University of Hong Kong, Hong Kong, China
  
• ISSN：1934-7243

文摘

We studied the performance in three genres of Chinese written composition (narration, exposition, and argumentation) of 158 grade 4, 5, and 6 poor Chinese text comprehenders compared with 156 good Chinese text comprehenders. We examined text comprehension and written composition relationship. Verbal working memory (verbal span working memory and operation span working memory) and different levels of linguistic tasks—morphological sensitivity (morphological compounding and morphological chain), sentence processing (syntax construction and syntax integrity), and text comprehension (narrative and expository texts)—were used to predict separately narrative, expository, and argumentation written compositions in these students. Grade for grade, the good text comprehenders outperformed the poor text comprehenders in all tasks, except for morphological chain. Hierarchical multiple regression analyses showed differential contribution of the tasks to different genres of writing. In particular, text comprehension made unique contribution to argumentation writing in the poor text comprehenders. Future studies should ask students to read and write parallel passages in the same genre for better comparison and incorporate both instructional and motivational variables.