| The complexity of the combination of shape,sound and a large number make the reading and writing of Chinese characters a difficulty for both native language learners and second language learners,and mastering the standard writing of Chinese characters is an important part of Chinese reading and writing ability.The ultimate goal of learning a language is to express.The writing ability of Chinese characters has a direct impact on the effect of Chinese written expression.When we focus on the study of Chinese reading and writing ability,we should not only pay attention to the reading ability closely related to information input but also pay attention to the writing ability.The Learning Difference Center of Shenzhen University used a questionnaire developed jointly with Hong Kong Polytechnic University to test reading and writing ability in Shenzhen and collected test data of 1184 primary school students from 12 primary schools in 6 districts of Shenzhen.In this study,the author participated in the assessment of the dictation test of all the tested children,and used SPSS 23.0 to input,organize,count and analyze the above data.Through descriptive analysis,independent sample t-test to understand the development of Chinese writing ability in primary school and gender differences.Through correlation analysis and linear regression analysis,this paper discusses how orthographic awareness and reading ability affect and predict Chinese writing ability.The main body of this paper consists of three parts.The first part is the analysis of writing ability test data.At the level of grade,the writing ability of primary school children gradually increases with the increase of grade,but the development speed is not the same among all grades.Grade two to grade three is the key stage to improve writing ability.At the gender level,there is a significant gender difference in primary school children’s writing ability.In junior grade,boys’ writing standard is not as good as girls’ writing;in senior grade,boys’ writing accuracy and writing standard performance are relatively behind girls’.In terms of the factors influencing the writing accuracy in the dictation test,the phonological clues of pictophonetic characters with higher phonological consistency can provide a certain degree of help for writing,which is more obvious when the students are in the lower grade or the face of unfamiliar words.There is a certain degree of influence on students’ mastering the proportion of glyphs in the lower grade when the structure type of shelves is not proficient in writing.In the lower grade,it is the most difficult to master the standard proportion of left middle right structural Chinese characters;secondly,it is composed of left and right structural Chinese characters and semi surrounding structural Chinese characters composed of two common independent Chinese characters;the easiest to master the standard writing proportion of the structure type is the upper and lower structure.The second part is to explore the relationship between orthographic awareness and writing ability.The orthographic awareness of primary school students is gradually improved with the growth of grade,and the individual differences are reduced.The third to fourth grade is the fastest development stage of orthographic awareness.Within the orthographic consciousness,the overall development of position consciousness is better than that of component consciousness.The former has an earlier development stage and a faster development speed.Orthographic awareness has a positive impact on writing ability.The more complete the orthographic awareness is,the stronger the writing ability is.This impact is more significant in senior years.Orthographic awareness can predict the writing ability of primary school students to a certain extent.If the actual score of the dictation test is significantly lower than the predicted score,it can be inferred that the writing ability of the tested students does not meet the development level of orthographic awareness.If the predicted score of the dictation test is at a low level compared with the local norm,it can also be inferred that the students’ writing ability is poor.The third part is to explore the relationship between reading ability and writing ability.Primary school children’s reading ability increases with the increase of grade.The ability to name words and fast reading develops fastest in the lower grade,and the ability to name words to develop fastest in the middle and higher grade.Generally speaking,the key stage of reading ability development is before grade four.Reading ability can predict writing ability,reading accuracy and reading fluency have a significant positive impact on writing ability.Among the grades,the influence of reading ability on writing ability is more significant in the lower grades;within the writing ability,the influence of reading ability on the proportion of writing standard is slightly lower than that of stroke and structure.The reading accuracy of pictophonetic characters is related to the writing accuracy,which is mainly used in the lower grades.When the knowledge of components is not complete,the more students master the pictophonetic characters,the better their writing accuracy.Besides,the relationship between orthographic awareness,reading ability,and writing ability is not equal.Among orthographic awareness and reading ability,reading accuracy is most closely related to writing ability.The influence of reading fluency on writing ability is similar to that of orthographic awareness.Generally speaking,the influence of reading ability on the writing ability of Chinese characters is greater than that of orthographic awareness.To improve the quality of basic education and provide more timely prediction and more effective intervention for children with dyslexia,we must explore the internal laws and external relations of Chinese writing ability,and apply them to the routine teaching of Chinese writing and the early screening and intervention of dyslexia. |
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