Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study from Grade 1 to Grade 2

Autor/inn/en	Cheng, Yahua; Zhang, Jie; Li, Hong; Wu, Xinchun; Liu, Hongyun; Dong, Qiong; Li, Liping; Nguyen, Thi Phuong; Zheng, Minglu; Zhao, Ying; Sun, Peng
Titel	Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students: A Longitudinal Study from Grade 1 to Grade 2
Quelle	In: Reading Research Quarterly, 52 (2017) 1, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.155
Schlagwörter	Longitudinal Studies; Elementary School Students; Reading Comprehension; Vocabulary Development; Intelligence Quotient; Morphology (Languages); Chinese; Phonological Awareness; Reading Skills; Prediction; Grade 1; Grade 2; Foreign Countries; China + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; Wortschatzarbeit; Intelligenzquotient; Morphology; Morphologie; China; Chinesen; Reading skill; Lesefertigkeit; Vorhersage; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Ausland
Abstract	Using a longitudinal sample of young Chinese students (fall and spring in grades 1 and 2: times 1-4, respectively) and growth curve analysis, this study examined whether the initial status and growth rates of compounding awareness from time 1 to time 4 uniquely contribute to reading comprehension at time 4 and whether word-reading efficiency at time 4 mediates the association between initial status and growth in compounding awareness and reading comprehension at time 4. The results indicated that initial status and growth rates of compounding awareness made a significant direct contribution to reading comprehension at the end of second grade after controlling for IQ, phonological awareness, and vocabulary knowledge. The relationship between initial status and growth rates of compounding awareness and reading comprehension were fully mediated by word-reading efficiency. The findings underscore the importance of growth in compounding awareness for reading comprehension and add to the literature about the nature of the morphological awareness and reading comprehension relationship in Chinese. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01