Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese
Bibliographic Data
| ID | 20367239 |
|---|---|
| Authors | Hong Li (0000-0001-5170-505X, Beijing Normal University, corresponding author), Vedran Dronjic (Northern Arizona University), Xi Chen (0000-0002-2058-0351, Employment and Social Development Canada), Yixun Li (0000-0003-2193-6126, Beijing Normal University), Yahua Cheng (0000-0002-7064-4990, Ningbo University), Xinchun Wu (0000-0002-2756-0548, Beijing Normal University, corresponding author), Ruibo Xie (0000-0003-2053-810X) |
| Year | 2017 |
| Volume | 44 |
| Issue | 5 |
| Pages | 1218-1247 |
| Publication date | 2017-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Child Language (JOURNAL) |
| Journal identifiers | ISSN: 0305-0009 • E-ISSN: 1469-7602 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0305000916000477 |
| PMID | 27846917 |
| OpenAlex | W2549194644 |
| Language | EN |
| Citations received | 12 |
| References cited | 37 |
This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of the words shared a meaning. Morpheme identity (same or different), whole-word semantic relatedness (high or low), orthography (same or different), and phonology (same or different) were manipulated. By Grade 6, children were able to focus on meaning similarities across morphemes while ignoring the distraction of form, but they remained influenced by whole-word semantic relatedness. Children's ability to overcome the distraction of phonology consistently improved with age, but did not reach ceiling, whereas the parallel ability for orthography reached ceiling at Grade 6. Morphological judgment performance was a significant unique predictor of reading comprehension when character naming and vocabulary knowledge were accounted for
Cognitive psychology · Comprehension · Linguistics · Morpheme · Orthography · Phonology · Reading comprehension · Vocabulary · Cognitive and developmental aspects of mathematical skills · Computer Science · Psychology · Reading and Literacy Development · Writing and Handwriting Education
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| Unique citing works | 12 |
|---|---|
| Citations per year | 2 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |