Perfetti - Read Write Integration - Revision history

Qguan: /* Summary Table */

2010-01-30T20:58:21Z

Summary Table

← Older revision		Revision as of 20:58, 30 January 2010
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	==Summary Table==		==Summary Table==
	*Node Title: Integrating writing with reading		*Node Title: Integrating writing with reading
	*Researchers: Qun (Connie) Guan, Fan Cao, Derek Chan, Charles Perfetti		*Researchers: Qun (Connie) Guan, Fan Cao, Derek Chan, Charles Perfetti, Suemei Wu
	*Study Start Date Sep 1, 2009		*Study Start Date Sep 1, 2009
	*Study End Date August 31, 2010		*Study End Date August 31, 2010

Qguan: /* Research questions */

2009-12-06T16:33:43Z

Research questions

← Older revision		Revision as of 16:33, 6 December 2009
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	In an initial in-vivo study in whcih students wrote briefly viewed characters while learning to read them, we found evidence for facilitation of writing on some measures of character learning (such as meaning acquistion and the character form recognition, but not phonological measures). In the Spring of 2009, we carried out a second major study, in which pinyin-typing and handwriting both were used as procedures that would build character knowledge. The hypothesis was that writing would behefit character-to-meanign learning while pinyin typing would benefit character-to-pronunciation learning. Generally speaking, we found across 2-day writing training, there was a writing effect on some orthographic-based task performance; and pinyin-typing facilitated character-to-sound learning only after Day-1 training.		In an initial in-vivo study in whcih students wrote briefly viewed characters while learning to read them, we found evidence for facilitation of writing on some measures of character learning (such as meaning acquistion and the character form recognition, but not phonological measures). In the Spring of 2009, we carried out a second major study, in which pinyin-typing and handwriting both were used as procedures that would build character knowledge. The hypothesis was that writing would behefit character-to-meanign learning while pinyin typing would benefit character-to-pronunciation learning. Generally speaking, we found across 2-day writing training, there was a writing effect on some orthographic-based task performance; and pinyin-typing facilitated character-to-sound learning only after Day-1 training.

	==Research ~~questions~~==		==Research Questions==
	Does learning to write while learning to read support learning to read? If so, is the effect only on form recognition or does meaning and pronunciation access also benefit? If this learning is character by character (word by word), how much writing practice is needed for robust learning effects. Do writing-on-reading effects reflect the establishment of neural-motor representation that becomes part of a word recognition network?		Does learning to write while learning to read support learning to read? If so, is the effect only on form recognition or does meaning and pronunciation access also benefit? If this learning is character by character (word by word), how much writing practice is needed for robust learning effects. Do writing-on-reading effects reflect the establishment of neural-motor representation that becomes part of a word recognition network?

Qguan: /* Explanation */

2009-12-06T16:21:13Z

Explanation

← Older revision		Revision as of 16:21, 6 December 2009
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	==Explanation==		==Explanation==
	Our prior work in neuroimaging of Chinese (e.g., Siok, Perfetti, Jin, & Tan, 2004) has identified frontal recognition areas (specific to Chinese) that are close to motor cortex and thus are candiates for becoming part of a word recognition network with writing practice.		*A skilled speaker-reader of Chinese develops a word representation that includes strong interconnections among the word’s graphic, phonological, and semantic constituents (Perfetti, Liu, and Tan, 2005).
			*The distinctive spatial qualities of Chinese in combination with its non-alphabetic mapping make writing an especially important support for the acquisition of a character recognition system.
			*Orthographic awareness and motor programming that mediate writing plays a central role in Chinese reading acquisition.
			*Our prior work in neuroimaging of Chinese (e.g., Siok, Perfetti, Jin, & Tan, 2004) has identified frontal recognition areas (specific to Chinese) that are close to motor cortex and thus are candiates for becoming part of a word recognition network with writing practice.

Qguan: /* Robust Effect */

2009-12-05T22:14:58Z

Robust Effect

← Older revision		Revision as of 22:14, 5 December 2009
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	====Robust Effect====		====Robust Effect====
	Robust Effect of Writing Performance by Practice		Robust Effect of Writing Performance by Practice
	[[Image:~~RobustEffectofwriting~~]]		[[Image:RobustEffectofwritingperformance.jpg]]

	===Phase II Results===		===Phase II Results===

Qguan: /* Robust Effect */

2009-12-05T22:11:17Z

Robust Effect

← Older revision		Revision as of 22:11, 5 December 2009
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	====Robust Effect====		====Robust Effect====
	Robust Effect of Writing Performance by Practice		Robust Effect of Writing Performance by Practice
			[[Image:RobustEffectofwriting]]

	===Phase II Results===		===Phase II Results===

Qguan: /* Robust Effect */

2009-12-05T22:10:25Z

Robust Effect

← Older revision		Revision as of 22:10, 5 December 2009
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	====Robust Effect====		====Robust Effect====
	Robust Effect of Writing Performance by Practice		Robust Effect of Writing Performance by Practice
	~~[[Image:RobustEffectofwriting.jpg]]~~

	===Phase II Results===		===Phase II Results===

Qguan: /* Research questions */

2009-12-05T22:02:55Z

Research questions

← Older revision		Revision as of 22:02, 5 December 2009
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	==Research questions==		==Research questions==
	Do learning to write while learning to read support learning to read? If so, is the effect only on form recognition or does meaning and pronunciation access also benefit? If this learning is character by character (word by word), how much writing practice is needed for robust learning effects. Do writing-on-reading effects reflect the establishment of neural-motor representation that becomes part of a word recognition network?		Does learning to write while learning to read support learning to read? If so, is the effect only on form recognition or does meaning and pronunciation access also benefit? If this learning is character by character (word by word), how much writing practice is needed for robust learning effects. Do writing-on-reading effects reflect the establishment of neural-motor representation that becomes part of a word recognition network?

	==Independent Variables==		==Independent Variables==

Qguan: /* Abstract */

2009-12-05T22:02:16Z

Abstract

← Older revision		Revision as of 22:02, 5 December 2009
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	==Abstract==		==Abstract==
	Writing may have a specific effect, one word at a time. If so, individual characters must be practiced more than the 1-3 times as we have done in the previous projects. We will test a range of practice values within subjects in the fall to derive ~~learnign~~ functions for given numbers of practice units. The general goal of this project is to establish a causal explanation of why writing characters helps reading the characters. Two-phased studies will be conducted, one behaviroal study, and one brain-imaging study, to test the hypothesis that ~~motor-resonance or~~ a perceptual motor trace (~~representative by~~ frontal recognition areas of the brain) are ~~candiidate~~ for becoming part of a word recognition network with writing practice.		Writing may have a specific effect, one word at a time. If so, individual characters must be practiced more than the 1-3 times as we have done in the previous projects. We will test a range of practice values within subjects in the fall to derive learning functions for given numbers of practice units. The general goal of this project is to establish a causal explanation of why writing characters helps reading the characters. Two-phased studies will be conducted, one behaviroal study, and one brain-imaging study, to test the hypothesis that a perceptual motor trace (reflected in frontal recognition areas of the brain) are candidate for becoming part of a word recognition network with writing practice.

	==Background & Significance==		==Background & Significance==

Qguan: /* Summary Table */

2009-12-05T22:00:15Z

Summary Table

← Older revision		Revision as of 22:00, 5 December 2009
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	*Node Title: Integrating writing with reading		*Node Title: Integrating writing with reading
	*Researchers: Qun (Connie) Guan, Fan Cao, Derek Chan, Charles Perfetti		*Researchers: Qun (Connie) Guan, Fan Cao, Derek Chan, Charles Perfetti
	*Others who have contributed 160 hours or more:
	*Study Start Date Sep 1, 2009		*Study Start Date Sep 1, 2009
	*Study End Date August 31, 2010		*Study End Date August 31, 2010

Qguan: /* Robust Effect */

2009-12-05T04:02:26Z

Robust Effect

← Older revision		Revision as of 04:02, 5 December 2009
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	====Robust Effect====		====Robust Effect====
	Robust Effect of Writing Performance by ~~practice~~		Robust Effect of Writing Performance by Practice
	[[Image:RobustEffectofwriting.jpg]]		[[Image:RobustEffectofwriting.jpg]]