TY - JOUR
T1 - Concurrent and Longitudinal Effects of Morphological Awareness on Reading Comprehension Among Chinese-Speaking Children
AU - Zhang, Haomin (Stanley)
N1 - Publisher Copyright:
© 2016, Copyright © Taylor & Francis Group, LLC.
PY - 2016/8/17
Y1 - 2016/8/17
N2 - This study explored the concurrent and longitudinal effects of morphological awareness on the development of reading comprehension among Chinese-speaking children (N = 123, meanage = 8.1 at Time 2). Drawing upon multivariate analyses, the study found that morphological awareness and lexical inferencing ability were intertwined together to predict Chinese children's development of reading comprehension. More importantly, the result revealed that Chinese morphological awareness contributed to reading comprehension across time via the mediation of lexical inferencing ability. The study suggests that Chinese children's morphological sensitivity has a significant impact on lexical inferencing ability, which, in turn, contributes to reading comprehension concomitantly and longitudinally.
AB - This study explored the concurrent and longitudinal effects of morphological awareness on the development of reading comprehension among Chinese-speaking children (N = 123, meanage = 8.1 at Time 2). Drawing upon multivariate analyses, the study found that morphological awareness and lexical inferencing ability were intertwined together to predict Chinese children's development of reading comprehension. More importantly, the result revealed that Chinese morphological awareness contributed to reading comprehension across time via the mediation of lexical inferencing ability. The study suggests that Chinese children's morphological sensitivity has a significant impact on lexical inferencing ability, which, in turn, contributes to reading comprehension concomitantly and longitudinally.
UR - https://www.scopus.com/pages/publications/84955106213
U2 - 10.1080/02702711.2015.1133463
DO - 10.1080/02702711.2015.1133463
M3 - 文章
AN - SCOPUS:84955106213
SN - 0270-2711
VL - 37
SP - 867
EP - 884
JO - Reading Psychology
JF - Reading Psychology
IS - 6
ER -