Morphological Awareness as a Function of Semantics, Phonology, and Orthography and as a Predictor of Reading Comprehension in Chinese

Autor/inn/en	Li, Hong; Dronjic, Vedran; Chen, Xi; Li, Yixun; Cheng, Yahua; Wu, Xinchun
Titel	Morphological Awareness as a Function of Semantics, Phonology, and Orthography and as a Predictor of Reading Comprehension in Chinese
Quelle	In: Journal of Child Language, 44 (2017) 5, S.1218-1247 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Morphology (Languages); Semantics; Phonology; Orthographic Symbols; Predictor Variables; Reading Comprehension; Grade 2; Grade 4; Grade 6; Foreign Countries; Chinese; Correlation; Morphemes; Age Differences; Vocabulary; Knowledge Level; China + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Semantik; Fonologie; Prädiktor; Leseverstehen; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; China; Chinesen; Korrelation; Morphem; Age; Difference; Age difference; Altersunterschied; Wortschatz; Wissensbasis
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01