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Direct linkGuan, Connie Qun; Liu, Ying; Chan, Derek Ho Leung; Ye, Feifei; Perfetti, Charles A. – Journal of Educational Psychology, 2011
Learning to write words may strengthen orthographic representations and thus support word-specific recognition processes. This hypothesis applies especially to Chinese because its writing system encourages character-specific recognition that depends on accurate representation of orthographic form. We report 2 studies that test this hypothesis in…
Descriptors: Phonology, Handwriting, Written Language, Adult Basic Education
