title: Developmental and Individual Differences in Chinese Writing.
abstract: The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors.
authors.affiliation: University of Science and Technology Beijing, University of Pittsburgh, Florida State University, Florida Center for Reading Research.
authors.forename: Connie Qun
authors.initials: CQ
authors.lastname: Guan
authors.affiliation: University of Science and Technology Beijing, University of Pittsburgh, Florida State University, Florida Center for Reading Research.
authors.forename: Feifei
authors.initials: F
authors.lastname: Ye
authors.affiliation: University of Science and Technology Beijing, University of Pittsburgh, Florida State University, Florida Center for Reading Research.
authors.forename: Richard K
authors.initials: RK
authors.lastname: Wagner
authors.affiliation: University of Science and Technology Beijing, University of Pittsburgh, Florida State University, Florida Center for Reading Research.
authors.forename: Wanjin
authors.initials: W
authors.lastname: Meng
keywords: Chinese; Chinese writing; Developmental differences; Individual differences