Details
| Original language | English |
|---|---|
| Pages (from-to) | 39-53 |
| Number of pages | 15 |
| Journal | Journal of research in reading |
| Volume | 33 |
| Issue number | 1 |
| Publication status | Published - Feb 2010 |
Abstract
Particularly in primary school, good performance on copy tasks is an important working technique. With respect to writing skills, copying is a very basic process on which more complex writing abilities are based. We studied the copying ability of second and fourth graders across four types of symbols which vary with respect to their semantic and phonological characteristics: arbitrary graphical objects, unpronounceable consonant strings, numerals and meaningful text. Results show, in terms of average copying speed, significant effects of both factors: fourth graders performed generally faster than second graders, and for both class levels, the number of copied characters per time decreased from meaningful text to graphical objects, all pair-wise contrasts between symbol types being statistically significant. Moreover, a significant interaction shows that fourth graders improved more when copying symbols that form pronounceable chunks, namely meaningful text and numerical strings. This indicates an increasing role of phonological (and probably also semantic) processes involved in copying across primary school.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Psychology(all)
- Developmental and Educational Psychology
- Psychology(all)
- Psychology (miscellaneous)
Cite this
- Standard
- Harvard
- Apa
- Vancouver
- BibTeX
- RIS
In: Journal of research in reading, Vol. 33, No. 1, 02.2010, p. 39-53.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Second and fourth graders' copying ability
T2 - From graphical to linguistic processing
AU - Grabowski, Joachim
AU - Weinzierl, Christian
AU - Schmitt, Markus
N1 - Copyright: Copyright 2010 Elsevier B.V., All rights reserved.
PY - 2010/2
Y1 - 2010/2
N2 - Particularly in primary school, good performance on copy tasks is an important working technique. With respect to writing skills, copying is a very basic process on which more complex writing abilities are based. We studied the copying ability of second and fourth graders across four types of symbols which vary with respect to their semantic and phonological characteristics: arbitrary graphical objects, unpronounceable consonant strings, numerals and meaningful text. Results show, in terms of average copying speed, significant effects of both factors: fourth graders performed generally faster than second graders, and for both class levels, the number of copied characters per time decreased from meaningful text to graphical objects, all pair-wise contrasts between symbol types being statistically significant. Moreover, a significant interaction shows that fourth graders improved more when copying symbols that form pronounceable chunks, namely meaningful text and numerical strings. This indicates an increasing role of phonological (and probably also semantic) processes involved in copying across primary school.
AB - Particularly in primary school, good performance on copy tasks is an important working technique. With respect to writing skills, copying is a very basic process on which more complex writing abilities are based. We studied the copying ability of second and fourth graders across four types of symbols which vary with respect to their semantic and phonological characteristics: arbitrary graphical objects, unpronounceable consonant strings, numerals and meaningful text. Results show, in terms of average copying speed, significant effects of both factors: fourth graders performed generally faster than second graders, and for both class levels, the number of copied characters per time decreased from meaningful text to graphical objects, all pair-wise contrasts between symbol types being statistically significant. Moreover, a significant interaction shows that fourth graders improved more when copying symbols that form pronounceable chunks, namely meaningful text and numerical strings. This indicates an increasing role of phonological (and probably also semantic) processes involved in copying across primary school.
UR - http://www.scopus.com/inward/record.url?scp=76449085511&partnerID=8YFLogxK
U2 - 10.1111/j.1467-9817.2009.01431.x
DO - 10.1111/j.1467-9817.2009.01431.x
M3 - Article
AN - SCOPUS:76449085511
VL - 33
SP - 39
EP - 53
JO - Journal of research in reading
JF - Journal of research in reading
SN - 0141-0423
IS - 1
ER -