Reading with Meaning: The Contributions of Meaning-Related Variables at the Word and Subword Levels to Early Chinese Reading Comprehension

Autor/inn/en	Zhang, Juan; McBride-Chang, Catherine; Tong, Xiuli; Wong, Anita M.-Y.; Shu, Hua; Fong, Cathy Y.-C.
Titel	Reading with Meaning: The Contributions of Meaning-Related Variables at the Word and Subword Levels to Early Chinese Reading Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 9, S.2183-2203 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-011-9353-4
Schlagwörter	Foreign Countries; Elementary School Students; Chinese; Reading Comprehension; Beginning Reading; Vocabulary; Morphemes; Semantics; Phonological Awareness; Naming; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; China; Chinesen; Leseverstehen; Erstleseunterricht; Wortschatz; Morphem; Semantik; Hongkong
Abstract	This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8 years old, across 1 year. With time 1 word reading, phonological awareness and speeded naming controlled, morphological awareness was uniquely associated with concurrent and subsequent reading comprehension; orthography-semantic awareness uniquely explained concurrent reading comprehension at time 2. Together, the meaning acquisition variables explained between 2 and 6% unique variance in reading comprehension across time, underscoring the importance of acquisition of meaning for early reading comprehension among Chinese children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10