What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders.
Dados Bibliográficos
| ID | 23367246 |
|---|---|
| Autores | Phil D Liu (Chinese University of Hong Kong), Catherine Mcbride-Chang, Catherine McBride‐Chang (Chinese University of Hong Kong) |
| Ano | 2010 |
| Volume | 102 |
| Fascículo | 1 |
| Páginas | 62-73 |
| Data de publicação | 2010-02-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Educational Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Editora | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0016933 |
| OpenAlex | W2061835137 |
| Idioma | EN |
| Citações recebidas | 64 |
| Referências citadas | 25 |
One hundred twenty-one third-grade Chinese children were assessed with a new morphological aware-ness task involving open-ended lexical compounding, in addition to completing other measures. With children’s age, nonverbal intelligence, phonological awareness, and previously established measures of morphological awareness statistically controlled, this compounding production task significantly ex-plained unique variance in both Chinese character reading and vocabulary knowledge. Within this new task, subordinate and coordinative structures were significantly easier to compound than were subject– predicate and verb–object structures. Moreover, novel compounds that made use of verb morphemes were more difficult to manipulate than were those that did not contain verbs. This newly developed task of compounding production may be optimal for tapping older children’s morphological awareness in the form of lexical compounding, in both Chinese and possibly other languages. In addition, these results demonstrate that linguistic manipulations within tasks of morphological awareness can influence their difficulty levels.
Cognitive psychology · Compounding · Linguistics · Mathematics education · Metalinguistics · Morpheme · Object (grammar) · Phonological awareness · Reading (process) · Task (project management) · Teaching method · Verb · Vocabulary · Vocabulary development · Cognitive and developmental aspects of mathematical skills · Language Development and Disorders · Psychology · Reading and Literacy Development
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Mechanisms underlying the effects of morphological awareness and rapid automatized naming (RAN) on the reading abilities of Chinese Children
The relationship among morphological awareness, character recognition and vocabulary knowledge in elementary school children
The effects of phonological awareness and morphological awareness on reading comprehension in early elementary school children
A meta-analysis on the relation between fluid intelligence and reading/mathematics
The influence of sensory-motor components of handwriting on Chinese character learning in second- and fourth-grade Chinese children
Auditory sensitivity, speech perception, L1 Chinese, and L2 English reading abilities in Hong Kong Chinese children
Vocabulary growth rate from preschool to school‐age years is reflected in the connectivity of the arcuate fasciculus in 14‐year‐old children
The Reliability and Validity of an Assessment Tool for Developmental Dyslexia in Chinese Children
Reciprocal associations of oral language skills and word spelling within and across L1 Chinese and L2 English
Role of metalinguistic awareness in young learners of Chinese as a second language in character reading and spelling
Cognitive-linguistic predictors of L1 Chinese and L2 Malay word reading in Malaysian Chinese children
Early cognitive-linguistic skills as predictors of concurrent and longitudinal poor reader status in Hong Kong Chinese primary school children
Chinese morphological awareness assessment and its relation to reading acquisition
Morphological awareness in arithmetic word-problem solving among Chinese early adolescents
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Chinese Students Learning English as a Second Language
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Morphological awareness intervention in mainland Chinese school-age children with developmental dyslexia
Testing reciprocity between lexical knowledge and reading comprehension among Chinese children
The effects of stimulus‐driven and goal‐directed attentional control on word reading skills among first‐grade Chinese children
A comparison of embodied methods to improve Chinese children's reading comprehension
Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension
How does spelling contribute to reading comprehension in Chinese beginning readers? Testing the mediating role of word reading fluency
Bidirectional longitudinal relationship between Chinese children's compounding awareness and vocabulary knowledge from Grades 3 to 6
Contributions of metalinguistic awareness and lexical inference to reading comprehension in upper‐elementary Chinese students
The Global and Local Patterns of Reading-Related Cognitive and Ecological Variables in Chinese First-Grade Children
Unique predictors of early reading and writing
The reciprocal relationship between vocabulary knowledge and word reading in Chinese primary-school children
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Morphological and cognate awareness in L2 Japanese word learning
Awareness of derivation and compounding in Chinese–English biliteracy acquisition
Morphology in Malay–English biliteracy acquisition
Beyond phonological and morphological processing
Are poor Chinese text comprehenders also poor in written composition
Spelling as a way to classify poor Chinese-English literacy skills in Hong Kong Chinese children
Repeated reading and Chinese oral‐reading fluency
Investigation of the influence of visual attention span and a range of literacy-related variables on writing (spelling) to dictation in Mandarin-speaking children aged 10 to 12 years
Vocabulary and morphological awareness and their relationship to reading comprehension in Chinese literacy development
From Perceived Control to Comprehension
Word-level knowledge in Chinese children’s word reading and lexical inference development
The moderation effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia
Exploring the Relations of Morphological Awareness with Phonological Awareness and Vocabulary
Morphological Structure Processing During Word Recognition and Its Relationship to Character Reading Among Third-Grade Chinese Children
L1 Orthography in L2 Chinese Morphological Awareness
Understanding Within‐ and Cross‐Language Relations Among Language, Preliteracy Skills, and Word Reading in Bilingual Learners
Using Dynamic Assessment to Measure Morpheme Identification and Predict Character Reading Among Chinese Children
Different Measures of Print Exposure Predict Different Aspects of Vocabulary
How Do Word Reading and Word Spelling Develop Over Time? A Three‐Year Longitudinal Study of Hong Kong Chinese–English Bilingual Children
Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension
Is Chinese Dyslexia Similar Across Chinese Societies? Evidence from Hong Kong, Beijing, and Taipei
Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students
Effects of phonological awareness and morphological awareness on blind students' reading comprehension
Does Morphology Play an Important Role in L2 Chinese Vocabulary Acquisition
The recognition of coordinative compound words by learners of Chinese as a foreign language
The Reciprocal Relation Between Vocabulary Knowledge and Compound Structure Awareness and Their Contributions to Reading Comprehension in Chinese Children
Cognitive bases of bilingual morphological awareness
Exploring the Dynamic Interplays of Morphological Awareness and Reading Skills in Chinese Children
Orthographic knowledge and morphological awareness in kindergarten predict children’s reading fluency in fifth grade through dorsal and ventral pathways
The Contribution of Morphological Awareness and Vocabulary Knowledge to Chinese as a Second Language Reading Comprehension
Morphological Awareness in Literacy Acquisition of Chinese Second Graders
Unpacking the relation between morphological awareness and reading comprehension in Chinese children
The roles of decoding and vocabulary in Chinese reading development
Cognitive-Linguistic Skills Explain Chinese Reading Comprehension Within and Beyond the Simple View of Reading in Hong Kong Kindergarteners
Assessing phonological awareness in kindergarten children
Grammatical processing in language learners
Morphological awareness uniquely predicts young children's Chinese character recognition.
Awareness of the structure and meaning of morphologically complex words
Morphological awareness
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Understanding chinese developmental dyslexia
Contribution of morphological awareness to Chinese-English biliteracy acquisition.
Reading ability and sensitivity to morphological relations
Changing models across cultures
The role of morphological awareness in children's vocabulary acquisition in English
Properties of School Chinese
Beyond phonological skills
What's in a word? Morphological awareness and vocabulary knowledge in three languages
Development of morphological awareness in Chinese and English
The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
Types of linguistic knowledge
The Effect of Word Structure on the Acquisition of Chinese Two-Character Compound Words Across Grades
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children
Crossover
The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition
Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures
Dialogic reading and morphology training in Chinese children
Nouns are not always learned before verbs
The Child's Learning of English Morphology
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