Cross‐lagged panel analysis of reciprocal effects of morphological processing and reading in Chinese in a multilingual context

Zhang, Dongbo; Koda, Keiko; Leong, Che Kan; Pang, Elizabeth

doi:10.1111/1467-9817.12135

Cited by 12 publications

(5 citation statements)

References 49 publications

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“…For example, decreased exposure to print may result in limited practice with reading complex words and rehearsal with their meaning and their constituent morphemes. A few studies that have examined the reciprocal relations between morphological awareness and reading comprehension have also provided mixed results (e.g., Deacon et al, 2014; Kruk & Bergman, 2013; Zhang, Koda, Leong, & Pang, 2019) and they did not examine vocabulary and word reading as mediators but only as control variables of these reciprocal links.…”

Section: Reading Comprehensionmentioning

confidence: 99%

Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study.

Manolitsis

Georgiou

Inoue

et al. 2019

Journal of Educational Psychology

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We examined the direction of the relation between morphological awareness and reading/spelling skills in 2 languages varying in orthographic consistency (English and Greek) and whether word reading fluency and vocabulary mediate the relation between morphological awareness and reading comprehension. One-hundred and 59 English-speaking Canadian and 224 Greek children were assessed 4 times between Grades 1 and 3 on measures of morphological awareness, phonological awareness, word reading fluency, and spelling to dictation. Vocabulary was assessed at the end of Grade 2 and reading comprehension at the end of Grade 2 and at the beginning of Grade 3. Cross-lagged analyses showed that earlier morphological awareness predicted later reading comprehension and spelling in both languages and reading fluency in English. The effect of morphological awareness on reading comprehension was not mediated by word reading fluency in either language, but an indirect effect through vocabulary emerged in English. Earlier reading fluency and spelling predicted later morphological awareness before Grade 3 only in English, but morphological awareness began to predict spelling as early as Grade 1 in Greek. Multigroup analyses further showed that the effects of morphological awareness on reading fluency and the effects of spelling on morphological awareness were stronger in English than in Greek. Theoretical implications of these findings are discussed. Educational Impact and Implications StatementWe found that morphological awareness after the end of Grade 2 was a significant predictor of later literacy skills in English-and Greek-speaking children. In addition, literacy skills predicted morphological awareness before the end of Grade 2 in English. The reciprocal relations between morphological awareness and literacy skills found during specific time points in our study suggest that children's morphological awareness should be enhanced as early as possible and be included in assessment batteries for the identification of future literacy difficulties.

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Section: Reading Comprehensionmentioning

confidence: 99%

Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study.

Manolitsis

Georgiou

Inoue

et al. 2019

Journal of Educational Psychology

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“…And of course, our study was with children learning to read in the opaque orthography of English. Morphological awareness predicts gains in reading comprehension in other languages, including languages represented with phonologically transparent orthographies (e.g., Cheng et al, 2016; Diamanti et al, 2017; Manolitsis et al, 2019; Oliveira et al, 2020; D. Zhang et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Mechanisms in the relation between morphological awareness and the development of reading comprehension.

Deacon,

Levesque

2024

Journal of Educational Psychology

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It is well established that children's reading comprehension is driven, at least in part, by their awareness of morphemes, or the smallest units of meaning in language. The question of how it does so is largely open; this mechanistic knowledge would specify theories of reading comprehension and guide effective classroom instruction. We report here on a longitudinal study designed to test two candidate mechanisms by which morphological awareness might support the development of reading comprehension: use of morphemes to read words and to understand words, known as morphological decoding and analysis, respectively. We tracked the development of 221 children on key measures from Grades 3 to 5. These three-wave longitudinal data enabled us to test morphological decoding and analysis as mediators connecting morphological awareness to gains in reading comprehension over time. Structural equation modeling showed that morphological awareness contributed to gains in both morphological decoding and analysis. Critically, only morphological analysis mediated the contribution of morphological awareness to gains in reading comprehension between Grades 3 and 5. These findings elaborate predictions of the morphological pathways framework. Specifically, longitudinal modeling shows how morphological awareness supports children's developing reading comprehension: by enabling the use of morphemes to read and understand words, with effects on the understanding of words supporting children's growing skill in understanding texts. Evidence supporting these two specific mechanisms inspires the design of targeted teaching on morphemes toward the development of strong reading comprehension. Educational Impact and Implications StatementPrior research has established that children's awareness of roots and suffixes in words helps them to understand texts. Here we work out how it does so in a study in which we follow children over time to look at long-term effects. We uncover that children's awareness of roots and suffixes supports them in understanding challenging words, which in turns enables stronger progress in understanding texts. These findings identify two targets for instruction that are likely to support children's reading comprehension: awareness of roots and suffixes and using them to understand words.

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“…The home environment is often the first context, as children have literacy experiences there before entering school (Clay, 2015b). However, indigenous families tend to face disadvantages regarding emergent literacy, posing challenges for literacy support at home (Zhang et al, 1997;Chen, 1998b;Lin, 1999). Still, some indigenous parents do engage in literacy activities with children (Lin, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Prior research also indicates indigenous students often underperform in mainstream education due to sociocultural factors, low socioeconomic status, inadequate learning environments, differing parenting attitudes, etc. (Chen, 1998a;Zhang et al, 1997). Over time, indigenous students appear disadvantaged.…”

Section: Introductionmentioning

confidence: 99%

Emergent Literacy of Indigenous Preschool Children in Writing Development Exploration and Experiences at China: A Case Study of a 5-Year-Old Indigenous Child

Zhang,

Shen

2023

JSS

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This qualitative study investigates the emergent writing abilities of indigenous children enrolled in public kindergarten. Data were collected through observations, portfolio assessments of the children's writing samples, and interviews. The findings reveal: 1) Developing emergent literacy skills in both reading and writing is critical for indigenous children. 2) Children's mock writing represents an important discovery, serving as a scaffold for conventional writing. Mock writing their own names often constitutes the first meaningful mock writing experience. Two developmental levels were identified-primary mock writing focused on word shapes, and conscious mock writing when children comprehend the function and significance of the words.3) Various authentic writing contexts and activities embedded within the curriculum facilitate emergent writing, including morning sign-in routines, thematic projects, writing assignments, spontaneous writing during center time, and composing texts connected to real-life events. Integrating real-life writing enriches the experiences for indigenous children. 4) Rules of writing become established through contextual practice and expectations set by teachers and parents. Despite fewer symbols and prints in their home environments, indigenous children actively learn given proper scaffolding tailored to their background experiences. Emergent writing is an individualized process. This study offers insights on promoting emergent writing for indigenous children through purposeful instructional contexts, scaffolding techniques, and incorporating authentic writing activities connected to real-life experiences.

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Cross‐lagged panel analysis of reciprocal effects of morphological processing and reading in Chinese in a multilingual context

Cited by 12 publications

References 49 publications

Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study.

Are morphological awareness and literacy skills reciprocally related? Evidence from a cross-linguistic study.

Mechanisms in the relation between morphological awareness and the development of reading comprehension.

Emergent Literacy of Indigenous Preschool Children in Writing Development Exploration and Experiences at China: A Case Study of a 5-Year-Old Indigenous Child

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