A microgenetic analysis of English/Chinese early writing development.

摘要

This study explore the development pathways of the early English/Chinese biliterate writing of 11 young children ranging in age from 4 to 6 years. The purpose of the study was to further understanding of how English/Chinese biliteracy develops in young children. Specifically, the study focused on the pathways and mechanisms of biliterate early writing conceptual development. The main research question was, What is the developmental path of early English/Chinese biliterate writing as evidenced by children's interpretations of their own writing? A microgenetic multiple case study design consisting of a screening phase and feedback phase was utilized to answer this question. Children's interpretations of their own writing on six separate writing tasks in both English and Chinese were analyzed based on Ferreiro and Teberosky's hierarchical writing levels. Microdevelopmental pathways were analyzed using Granott's delineated forms of variability.