Ricky Van-yip Tso|Terry Kit-fong Au|Jhw Hsiao
Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study
University of Hong Kong|University of Hong Kong|University of Hong Kong
holistic processing identified expertise marker face object recognition contrast expertise marker recognizing chinese characters reduced holistic processing hsiao cottrell 2009 recently shown reduction holistic processing driven chinese writing experiences rather reading ability tso au hsiao 2011 chinese literates limited writing exposure thus reading performance far exceeding writing ability perceived chinese characters holistically chinese literates read write fluently reading performance controlled statistically comparison investigate developmental trend holistic processing chinese character recognition relationship reading writing abilities reduced holistic processing achieved writing experiences hypothesize reduced holistic processing mediates writing reading abilities tested first third fifth grade chinese children learning chinese public elementary school hong kong emphasized word reading writing abilities tested kinds abilities well holistic processing chinese character recognition using complete composite paradigm gauthier bukach 2007 found children perceived chinese characters holistically adults prior studies tso et al 2011 holistic processing effect reduced reached higher grades hierarchical regression analyses showed reduction holistic processing effect driven enhanced chinese literacy ie reading writing accuracy rather age consistent hsiao cottrells 2009 finding addition mediation analysis found writing performance predicts reading performance reduced holistic processing mediator consistent hypothesis thus argue writing hones analytic processing essential chinese character recognition turn facilitates learning read chinese meeting abstract presented vss 2012