Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Chinese | 1 |
| Duplication | 1 |
| Emergent Literacy | 1 |
| Kindergarten | 1 |
| Metalinguistics | 1 |
| Morphology (Languages) | 1 |
| Orthographic Symbols | 1 |
| Phonological Awareness | 1 |
| Predictor Variables | 1 |
| Role | 1 |
| Spelling | 1 |
| More ▼ | |
Source
| Reading and Writing: An… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkYe, Yanyan; Tong, Christine Kong-Yan; McBride, Catherine; Yin, Li; Tse, Chun Yu – Reading and Writing: An Interdisciplinary Journal, 2021
Pure copying skill (copying of unfamiliar scripts) and delayed copying (copying of unfamiliar Chinese characters presented previously) can both be important correlates in learning to write Chinese. The present study tested both traditional literacy-related skills and copying skills among 267 Chinese kindergarteners (mean age = 5.52) to examine the…
Descriptors: Chinese, Duplication, Writing (Composition), Kindergarten
