Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition

Autor/inn/en	Tong, Xiuli; McBride-Chang, Catherine; Shu, Hua; Wong, Anita M-Y.
Titel	Morphological Awareness, Orthographic Knowledge, and Spelling Errors: Keys to Understanding Early Chinese Literacy Acquisition
Quelle	In: Scientific Studies of Reading, 13 (2009) 5, S.426-452 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Reading Comprehension; Reading Difficulties; Spelling; Phonological Awareness; Word Recognition; Foreign Countries; Literacy; Vocabulary Development; Longitudinal Studies; Morphology (Languages); Chinese; Metalinguistics; Kindergarten; Measures (Individuals); Orthographic Symbols; Definitions; Hong Kong + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Schreibweise; Worterkennung; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzarbeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Morphology; Morphologie; China; Chinesen; Metalanguage; Metasprache; Messdaten; Begriffsbestimmung; Hongkong
Abstract	This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically controlled, both morphological awareness and orthographic knowledge were uniquely associated with all three concurrently measured literacy skills, as well as longitudinal measures of specific literacy skills. Naming speed was also uniquely associated with concurrent word reading, as well as all three literacy skills longitudinally, even with their autoregressive effects controlled. Analyses of children's spelling mistakes indicated that 97% and 95% of all errors were either morpholexically or orthographically based at times 1 and 2, respectively. Morphologically based spelling errors were also uniquely associated with all three literacy skills across time. Findings underscore the importance of morphological awareness and orthographic knowledge for Chinese literacy acquisition. (Contains 1 footnote and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10