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

Dados 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 correspondente), 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)
Ano2023
Volume114
Fascículo2
Páginas415-429
Data de publicação2023-05-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Journal of Psychology (JOURNAL)
Identificadores do periódicoISSN: 0007-1269 • E-ISSN: 2044-8295
EditoraWiley (PUBLISHER • GB)
DOI10.1111/bjop.12630
PMID36650900
OpenAlexW4317358820
IdiomaEN
Citações recebidas1
Referências 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