Connie Qun Guan|Liu Ying|Derek Ho Leung Chan|Feifei Ye|Charles A. Perfetti
Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese.
learning write words may strengthen orthographic representations thus support wordspecific recognition processes hypothesis applies especially chinese writing system encourages characterspecific recognition depends accurate representation orthographic form report 2 studies test hypothesis adult learners chinese studies researchers 1st compared effects online writing tutor included character handwriting instructional tutor included reading writing condition led better performance word recognition charactermeaning links characterphonology link 2nd experiment added alphabetic pinyin typing tutor strengthen phonology link control manual motor activity instruction experiment replicated effects writing word recognition charactermeaning links whereas alphabetic pinyin typing supported phonological representations characterphonology link theoretically studies suggest constituentspecific effects writing orthography alphabetic coding phonology suggest mechanism writing effect refinement visualspatial information needed character recognition addition sensorymotor memory accompanies writing practical implication integration character handwriting pinyin typing promotes learning read chinese second language learning context