Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension

Zhang, Juan; McBride‐Chang, Catherine; Tong, Xiuli; Wong, Anson; Shu, Hua; Fong, Cathy Yui‐Chi

doi:10.1007/s11145-011-9353-4

Cited by 53 publications

(54 citation statements)

References 24 publications

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“…In Chinese, the focal language in the present study, J. Zhang et al. 's () study is the only one, to our knowledge, that looked at the relation of morphological awareness to reading comprehension, and this study found an independent relation of compounding morphological awareness (e.g., lighthouse ) to reading comprehension over and above word reading, vocabulary, rapid automatized naming, phonological awareness, and orthography‐semantic awareness for Cantonese‐speaking students in Hong Kong.…”

Section: Pathways By Which Morphological Awareness Is Related To Readmentioning

confidence: 48%

“…Finally, other skills known to be important for word reading and reading comprehension (e.g., phonological awareness, orthographic awareness, nonverbal IQ, reading fluency, higher order skills; Cain, Oakhill, & Bryant, ; Kim, ; Kim & Wagner, ; McBride‐Chang et al., ; Shu et al., ; Tong et al., ; J. Zhang et al., ) were not included in the present study. Our primary research question was to understand the paths by which compounding morphological awareness is related to reading, so we assessed key constructs related to this research question.…”

Section: Discussionmentioning

confidence: 99%

“…Not surprisingly, research has found that morphological awareness is related to reading comprehension for students from various linguistic backgrounds, including English‐speaking students (Carlisle, , ; Deacon, Kieffer, & Laroche, ; Deacon & Kirby ; Foorman, Petscher, & Bishop, ; Kieffer, Biancarosa, & Mancilla‐Martinez, ; Kieffer & Box, ; Kruk & Bergman, ; Ku & Anderson, ; Nagy, Berninger, Abbott, Vaughan, & Vermeulen, ; Tong, Deacon, & Cain, ), English learners (Kieffer et al., ), Greek‐speaking students (Manolitsis, Grigorakis, & Georgiou, ), Korean‐speaking students (Cho, McBride‐Chang, & Park, ; Kim, ), and Chinese‐speaking students (Ku & Anderson, ; J. Zhang et al., ). Then, what is the nature of the relation between morphological awareness and reading comprehension?…”

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confidence: 99%

“…2013; Kieffer & Box, 2013;Kruk & Bergman, 2013;Ku & Anderson, 2003;Nagy, Berninger, Abbott, Vaughan, & Vermeulen, 2003;Tong, Deacon, & Cain, 2014), English learners , Greek-speaking students (Manolitsis, Grigorakis, & Georgiou, 2017), Koreanspeaking students (Cho, McBride-Chang, & Park, 2008;Kim, 2011), and Chinese-speaking students (Ku & Anderson, 2003;J. Zhang et al, 2012).…”

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confidence: 99%

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Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders

Kim

Guo

Liu

et al. 2019

Reading Research Quarterly

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Morphological awareness, or the knowledge and awareness of morphemes and morphological structures in a language, has been shown to be important to reading. The authors investigated multiple pathways by which compounding morphological awareness is related to reading comprehension: indirect pathways via vocabulary, word reading, and listening comprehension, as well as a direct relation. This question was addressed using data from 325 Chinese (Mandarin)‐speaking second graders. The authors tested alternative structural equation models that compared variations of direct and indirect relations. Results revealed that the two predictors according to the simple view of reading, word reading and listening comprehension, explained 80% of the variance in reading comprehension. Importantly, compounding morphological awareness was directly related to reading comprehension, as well as indirectly via vocabulary, word reading, and listening comprehension. Together, they explained 87% of the total variance in reading comprehension. Moreover, the total effect of compounding morphological awareness on reading comprehension, after accounting for the direct effect (0.18) and indirect effects (0.32) via multiple pathways, was substantial (0.49 standardized regression weight). These results add to growing evidence on the important role of morphological awareness in reading comprehension and highlight the multiple ways that morphological awareness makes a contribution to reading comprehension in Chinese.

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Section: Pathways By Which Morphological Awareness Is Related To Readmentioning

confidence: 48%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Multiple Pathways by Which Compounding Morphological Awareness Is Related to Reading Comprehension: Evidence From Chinese Second Graders

Kim

Guo

Liu

et al. 2019

Reading Research Quarterly

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“…While this sort of inconsistency is common, DeFrancis (1989) estimates that the phonetic elements in about 2/3 of characters yield useful cues as to their pronunciation. Insofar as orthographic symbols map to phonology at the level of the syllable and to meaning at the level of the morpheme, then metalinguistic awareness important to acquisition of literacy in Sinitic languages might, arguably, target those two levels of analysis, rather than the phoneme as in alphabetic writing systems (Wang et al, 2015;Zhang et al, 2012;but also see Newman et al, 2011).…”

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confidence: 99%

Orthography, Word Recognition, and Reading

Braze

Gong

2017

The Handbook of Psycholinguistics

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Orthographies differ from one another in terms of their scripts and in the specifics of the mapping from script to linguistic unit. Orthographic depth, the complexity of the mapping from script to language, modulates the ease with which an orthography is learned. Within an orthography, the consistency or regularity of a particular spelling pattern will temper the difficulty with which written words containing that pattern can be recognized. There is hope for a unified cross-orthography account of visual word recognition, although details of how non-alphabetic writing systems (e.g., syllabaries, morphosyllabaries, alphasyllabaries) may be fit into theoretical frameworks built on a foundation of empirical work on alphabetic reading are not entirely clear. There is a substantial gap in the literature with regard to reading and literacy in languages that make use of non-alphabetic writing systems. This euro-centric bias in reading research continues to limit advances in our understanding of the potential for literacy as a universal human capacity.Keywords: eye movements; computational models; lexical access; lexical representation; orthography; phonology; reading; writing systems PreliminariesThe nature of connection between oral and written language has been worried over by researchers for decades, perhaps as much as a century (Huey, 1908). Huey credits V. Egger with the notion that "to read is, in effect, to translate writing into speech (Huey, 1908, p. 123)." Some 60 years later, this basic idea was well on its way to becoming a lynch pin of our modern understanding of the relationship between speech perception, printed word recognition and language comprehension. Alvin Liberman, in Kavanagh (1968), framed the idea somewhat differently when he wrote that "reading is in some sense

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