Predictors of reading in children with Chinese as a first language: a developmental and cross-linguistic perspective

Predictors of reading in children with Chinese as a first language: a developmental and... Measures of phonological and morphological awareness of Chinese were administered to 94 third-grade students of Chinese in Taiwan to evaluate their relative contributions to current and prospective prediction of early reading in Chinese L1 and English L2. Phonological awareness made a significant unique contribution to Chinese character reading concurrently at grade 3 and subsequently at grade 5 beyond controls and morphological awareness. Morphological awareness contributed no additional unique variance to character reading at grade 3 beyond phonological awareness, but became significant at grade 5 beyond phonological awareness and the autoregressor. Phonological and morphological awareness of Chinese also predicted unique variance in English word reading at grades 3 and 5, though only phonological awareness remained significant at grade 5 beyond the autoregressor. These results suggest that phonological and morphological awareness differs in their relative importance at different stages of learning to read different scripts among children in Taiwan, but their effects in reading are persistent longitudinally and pervasive cross-linguistically. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Predictors of reading in children with Chinese as a first language: a developmental and cross-linguistic perspective

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Publisher
Springer Netherlands
Copyright
Copyright © 2012 by Springer Science+Business Media B.V.
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-012-9360-0
Publisher site
See Article on Publisher Site

Abstract

Measures of phonological and morphological awareness of Chinese were administered to 94 third-grade students of Chinese in Taiwan to evaluate their relative contributions to current and prospective prediction of early reading in Chinese L1 and English L2. Phonological awareness made a significant unique contribution to Chinese character reading concurrently at grade 3 and subsequently at grade 5 beyond controls and morphological awareness. Morphological awareness contributed no additional unique variance to character reading at grade 3 beyond phonological awareness, but became significant at grade 5 beyond phonological awareness and the autoregressor. Phonological and morphological awareness of Chinese also predicted unique variance in English word reading at grades 3 and 5, though only phonological awareness remained significant at grade 5 beyond the autoregressor. These results suggest that phonological and morphological awareness differs in their relative importance at different stages of learning to read different scripts among children in Taiwan, but their effects in reading are persistent longitudinally and pervasive cross-linguistically.

Journal

Reading and WritingSpringer Journals

Published: Feb 25, 2012

References

  • Morphological analysis, phonological analysis and learning to read French: A longitudinal study
    Casalis, S; Louis-Alexandre, MF
  • Is there a causal link from phonological awareness to success in learning to read?
    Castles, A; Coltheart, M
  • The development of phonological awareness effects of spoken language experience and orthography
    Cheung, H; Chen, HC; Lai, CY; Wong, OC; Hills, M
  • Morphological awareness and learning to read Chinese
    Chung, WL; Hu, CF

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