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<p>This study examined the relationship between reading comprehension, component skills, and two dimensions of writing, quality and productivity, among Chinese children. Participants were 153 third graders who completed assessments of reading comprehension, handwriting fluency, word reading, spelling, higher-order cognitive skills (inference making and comprehension monitoring), foundational language skills (vocabulary and syntactic knowledge), and writing. Structural equation modeling revealed that reading comprehension did not uniquely predict either writing quality or productivity once component skills were accounted for. Instead, handwriting fluency, word reading, and inference making directly predicted writing quality, while syntactic knowledge exerted indirect effects through word reading and inference making. Handwriting fluency, inference making, and syntactic knowledge directly predicted writing productivity. These findings extend the existing research on contributing factors of different dimensions of writing beyond alphabetic contexts by highlighting the critical roles of handwriting fluency, word reading, syntactic knowledge, and inference making in early Chinese writing. These component skills should be prioritized as key instructional targets to effectively support the development of early writing in Chinese.</p>

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The contributions of reading comprehension and component skills to writing quality and productivity in Grade 3 Chinese-speaking children

  • 期刊论文

  • 发表日期：

    2026年3月6日

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  • Aiping Zhao,
  • Fangzhu Chen,
  • Ying Guo

摘要

This study examined the relationship between reading comprehension, component skills, and two dimensions of writing, quality and productivity, among Chinese children. Participants were 153 third graders who completed assessments of reading comprehension, handwriting fluency, word reading, spelling, higher-order cognitive skills (inference making and comprehension monitoring), foundational language skills (vocabulary and syntactic knowledge), and writing. Structural equation modeling revealed that reading comprehension did not uniquely predict either writing quality or productivity once component skills were accounted for. Instead, handwriting fluency, word reading, and inference making directly predicted writing quality, while syntactic knowledge exerted indirect effects through word reading and inference making. Handwriting fluency, inference making, and syntactic knowledge directly predicted writing productivity. These findings extend the existing research on contributing factors of different dimensions of writing beyond alphabetic contexts by highlighting the critical roles of handwriting fluency, word reading, syntactic knowledge, and inference making in early Chinese writing. These component skills should be prioritized as key instructional targets to effectively support the development of early writing in Chinese.