Date of Award:
Doctor of Philosophy (PhD)
School of Teacher Education and Leadership
Kathleen A. J. Mohr
Kathleen A. J. Mohr
The purpose of this study was to investigate the relationships between English and Chinese handwriting fluency measures in early-elementary Chinese Dual Language Immersion students. This was done by conducting five handwriting fluency tasks among Chinese Dual Language Immersion students and comparing the findings. First, the findings showed that there was a moderate correlation between the participants' English and Chinese handwriting fluencies and that English fluencies predicted Chinese fluencies. However, the students could write English numbers and letters much faster than Chinese characters. Second, as expected, Chinese DLI participants showed that handwriting fluency improved as grade level increased. Third, third-grade students were not much faster than second-grade students on both English number and English Chinese number tasks.
The study informs Chinese DLI programs as it shows that supplemental handwriting instruction is likely necessary to narrow the differences between English and Chinese handwriting fluencies. Instructional amount and quality could be improved to increase Chinese fluency, and English and Chinese partner teachers should collaborate more closely and complement each other's handwriting instructional efforts. In summary, this study identifies significant differences in English and Chinese handwriting fluencies, and further studies may be necessary to consider ways to address these differences.
Chou, Petra Mei Wah Sin, "Investigating Relationships Among Measures of English and Chinese Handwriting Fluency in Early-Elementary Chinese Dual Language Immersion Students" (2023). All Graduate Theses and Dissertations, Fall 2023 to Present. 42.
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