L. Y. Lo|Pui?sze Yeung|Connie Suk?Han Ho|David Chan|Kevin Kien Hoa Chung
The role of stroke knowledge in reading and spelling in Chinese
Hong Kong Shue Yan University|University of Hong Kong|University of Hong Kong|Chinese University of Hong Kong
present study examined types orthographic knowledge important learning read spell chinese words 2year longitudinal study following 289 hong kong chinese children grade 1 grade 2 multiple regression results showed radical knowledge significantly predicted childrens word reading spelling performance across years stroke knowledge contributed concurrently grade 1 longitudinally grade 2 childrens spelling performance controlling rapid naming phonological awareness morphological awareness radical knowledge findings support significance radical knowledge chinese reading spelling specific role stroke order knowledge chinese spelling findings implications design effective curriculum teaching children spell chinese characters