Bidirectional longitudinal relationship between Chinese children's compounding awareness and vocabulary knowledge from Grades 3 to 6

Datos Bibliográficos

ID21444779
AutoresXinchun Wu (0000-0002-2756-0548, Beijing Normal University, autor de correspondencia), Ruibo Xie (0000-0003-2053-810X, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China), Thi Phuong Nguyen (0000-0003-4809-8716, Collaborative Innovation Center of Assessment for Basic Education Quality Beijing Normal University Beijing China), Ying Zhao (0009-0005-5285-1549, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China), Jinchao Feng (0000-0003-3879-4363, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology Beijing Normal University Beijing China), Jie Feng (0000-0002-3988-9148, Beijing Normal University)
Año2020
Volumen43
Número4
Páginas482-495
Fecha de publicación2020-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Research in Reading (JOURNAL)
Identificadores de la revistaISSN: 0141-0423 • E-ISSN: 1467-9817
EditorialWiley (PUBLISHER • GB)
DOI10.1111/1467-9817.12324
OpenAlexW3081450474
IdiomaEN
Citas recibidas4
Referencias citadas32

Background This study examined the developmental relationship between Chinese children's compounding awareness and vocabulary knowledge following a 4‐year longitudinal design. Methods A test battery that included measures of vocabulary knowledge, compounding awareness, nonverbal IQ, phonological awareness, rapid automatized naming, orthographic awareness and word reading was administered to 142 Chinese‐speaking students in Grade 3 (T1). In addition, vocabulary knowledge and compounding awareness were followed in Grades 4 (T2) and 6 (T3). Results Controlling for nonverbal IQ, phonological awareness, rapid automatized naming, orthographic awareness and word reading at the initial level, the structural equation modeling results showed that children's compounding awareness made a significant direct contribution to vocabulary knowledge from T1 to T2. Children's vocabulary knowledge at T1 predicted compounding awareness at T2. However, the paths from vocabulary knowledge at T2 to compounding awareness at T3, and compounding awareness at T2 to vocabulary knowledge at T3, respectively, were not significant. The results suggest a reciprocal relationship between children's compounding awareness and vocabulary knowledge from Grades 3 to 4 in Chinese. Conclusions These findings indicate the developmental bootstrapping relationship between Chinese students' compounding awareness and vocabulary acquisition in the middle stages of primary school

Compounding · Developmental psychology · Linguistics · Literacy · Mathematics education · Pedagogy · Phonological awareness · Reading (process) · Teaching method · Vocabulary · Vocabulary development · Cognitive and developmental aspects of mathematical skills · Psychology · Reading and Literacy Development · Writing and Handwriting Education