Effects of phonological awareness and morphological awareness on blind students' reading comprehension

Datos Bibliográficos

ID9620587
AutoresHongjun Chen (0000-0001-7997-3486, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology Beijing Normal University Beijing China), Ying Zhao (0009-0005-5285-1549, School of Psychology Nanjing Normal University Nanjing China), Xinchun Wu (0000-0002-2756-0548, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology Beijing Normal University Beijing China, autor de correspondencia), Peng Sun (0000-0002-0615-2510, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology Beijing Normal University Beijing China), Jie Feng (0000-0002-3988-9148, Beijing Electronic Science and Technology Institute Beijing China), Ruibo Xie (0000-0003-2053-810X), Haolan Wang (0000-0003-0484-9055, Beijing Key Laboratory of Applied Experimental Psychology, Research Center of Children's Reading and Learning, Faculty of Psychology Beijing Normal University Beijing China)
Año2023
Volumen114
Número2
Páginas415-429
Fecha de publicación2023-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-1269 • E-ISSN: 2044-8295
EditorialWiley (PUBLISHER • GB)
DOI10.1111/bjop.12630
PMID36650900
OpenAlexW4317358820
IdiomaEN
Citas recibidas1
Referencias citadas35

The exploration of blind students' reading skills is needed not only for further understanding their reading development but also for providing targeted suggestions for practical education. This study aims to examine the relations among phonological awareness (PA), homograph awareness (HA), compounding awareness (CA) and reading comprehension (RC), and explore the mediating effect of listening comprehension (LC) in Chinese blind students from elementary school. A total of 148 blind and 302 sighted elementary school students completed assessments of PA, HA, CA, LC and RC. The results found that PA, HA and CA were important variables that predicted Chinese blind and sighted students' RC not only directly but also indirectly through LC, which varied across different grades. The findings suggest that there were many similarities that exist in the influencing mechanism of RC between Chinese blind and sighted students

Active listening · Comprehension · Developmental psychology · Linguistics · Listening comprehension · Literacy · Pedagogy · Phonological awareness · Reading (process) · Reading comprehension · Communication · Hearing Impairment and Communication · Psychology · Reading and Literacy Development · Tactile and Sensory Interactions