Orthographic Knowledge Promotes Young Chinese Children’s Character Writing Performance

Abstract

The present study aimed at developing young children’s knowledge of the structure and function of orthographic components of Chinese characters and words. Grade 2, eight-year-old Chinese children (N = 541) were taught a twelve-week training programme in two quasi experimental conditions: analytic and synthetic approach (ASA), and integrated analytic and synthetic approach (INA). A traditional memorisation and drill approach (TRA) was the control condition. MANOVAs and hierarchical multiple regression analyses showed the INA was more effective as compared with the ASA and the TRA in the post-training character writing performance. The groups performed differentially in the eight bujian (‘radical’ components) processing tasks as indicators of their character and word writing performance. A confirmatory factor analysis found these eight indicator tasks subserved well the three latent constructs of Word Form Retrieval, Bujian Analysis and Synthesis and Bujian Compounding. Bujian analysis and synthesis are emphasised in the character-centred approach in learning and teaching Chinese lexical items.