Abstract
In teaching young children to write Chinese characters, traditional methods often stress the importance of stroke sequence. However, as data concerning learners' writing habits, common errors and learning effectiveness are not easily observed and recorded, few studies have been done in the area of stroke sequence performance. Through the effective use of computer in recording the writing process, this study successfully collected writing samples form 72 primary one pupils in Hong Kong. Through a detailed analysis of their stroke sequence performance, six categories of common errors were uncovered. They were: (1) stroke reversal; (2) concatenation of separate strokes; (3) broken stroke; (4) wrong sequencing of components; (5) wrong decomposition of the character; and (6) wrong stroke sequence within a component. The possible causes of these errors were assessed and suggestions about possible corrective measures and teaching approach were made.
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