Cross-Lagged Panel Analysis of Reciprocal Effects of Morphological Processing and Reading in Chinese in a Multilingual Context

Autor/inn/en	Zhang, Dongbo; Koda, Keiko; Leong, Che Kan; Pang, Elizabeth
Titel	Cross-Lagged Panel Analysis of Reciprocal Effects of Morphological Processing and Reading in Chinese in a Multilingual Context
Quelle	In: Journal of Research in Reading, 42 (2019) 1, S.58-79 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Dongbo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12135
Schlagwörter	Multilingualism; Reading Processes; Chinese; Morphology (Languages); Bilingualism; Reading Comprehension; Path Analysis; Grade 3; Elementary School Students; Prediction; Grade 4; English (Second Language); Second Language Learning; Correlation; Native Language; Metalinguistics + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Leseprozess; China; Chinesen; Morphology; Morphologie; Bilingualismus; Leseverstehen; Pfadanalyse; School year 03; 3. Schuljahr; Schuljahr 03; Vorhersage; School year 04; 4. Schuljahr; Schuljahr 04; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Korrelation; Metalanguage; Metasprache
Abstract	Background: While much is known about how morphological awareness (MA) contributes to reading development, little attention has been paid to how reading may conversely affect MA development, particularly in readers of Chinese in a bilingual/multilingual setting. Methods: The study adopted a cross-lagged panel design. Young bilingual readers of Chinese were measured in MA, word reading and reading comprehension -- all in Chinese -- twice from Grade 3 to Grade 4. Results: Path analysis revealed that Grade 3 MA significantly predicted Grade 4 reading comprehension after controlling for the autoregressive effect. Over and above Grade 3 MA, Grade 3 reading also significantly predicted Grade 4 MA. Subsequent analyses, however, revealed disparate developmental patterns between those with Chinese and English, respectively, as their home language. Implications: These findings, while supporting reciprocity of developmental relationships between MA and reading, also suggested that the pattern of relationships can vary as a function of students' target language experiences in a bilingual/multilingual setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01