Reading Comprehension Mediates the Relationship between Syntactic Awareness and Writing Composition in Children: A Longitudinal Study

Autor/inn/en	Tong, Xiuhong; McBride, Catherine
Titel	Reading Comprehension Mediates the Relationship between Syntactic Awareness and Writing Composition in Children: A Longitudinal Study
Quelle	In: Journal of Psycholinguistic Research, 45 (2016) 6, S.1265-1285 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-015-9401-3
Schlagwörter	Reading Comprehension; Syntax; Writing (Composition); Longitudinal Studies; Nonverbal Ability; Phonological Awareness; Morphology (Languages); Vocabulary Development; Writing Skills; Predictive Validity; Performance Based Assessment; Age Differences; Correlation; Schematic Studies; Elementary School Students; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Leseverstehen; Schreibübung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Morphology; Morphologie; Wortschatzarbeit; Writing skill; Schreibfertigkeit; Leistungsermittlung; Age; Difference; Age difference; Altersunterschied; Korrelation; Schematheorie; Ausland; Hongkong
Abstract	This research aimed to explore the relation between syntactic awareness and writing composition in 129 Hong Kong Chinese children. These children were from a ten-year longitudinal project. At each year, a number of measures were administered. The 129 children's data of nonverbal reasoning at age 4, phonological awareness, morphological awareness, vocabulary knowledge at age 8, reading comprehension at age 12 and syntactic awareness and writing composition skills at ages 11 and 12 were included in this study. Syntactic awareness was longitudinally and uniquely predictive of Chinese children's writing composition, and children's performance in early writing composition was uniquely associated with their later syntactic skills, even when controlling for the contributions from age, nonverbal and verbal abilities, phonological awareness, and morphological awareness. The relationship between syntactic awareness and writing composition was mediated by children's performance in reading comprehension. These findings may suggest a reciprocal relation between syntactic awareness and writing composition, and this association may vary with ability in reading comprehension in Chinese children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01