In this longitudinal study, we assessed 88 Hong Kong Chinese kindergarteners' Chinese character reading four times with 6-month intervals over 1.5 years with the first testing point in the fall of the second year of kindergarten (K2), during which morphological awareness, phonological awareness, orthographic awareness, visual-spatial relationships, and nonverbal IQ were tested (Time 1). The growth modeling analysis showed that reading development of kindergarteners follows a cumulative trajectory, suggesting that children with higher initial reading ability develop reading ability at a faster rate. Additionally, morphological awareness at K2 positively and significantly predicted the growth rate of reading ability (i.e., reading potential) between K2 and K3 over 1.5 years, a period in which formal teaching and learning Chinese takes place in Hong Kong. These findings demonstrate a strong connection between early morphological awareness and reading growth, expanding our understanding of reading development beyond the static level. Copyright © 2016 Twenty-Third Annual Meeting of Society for the Scientific Study of Reading.
|Publication status||Published - Jul 2016|
|Event||Twenty-Third Annual Meeting of Society for the Scientific Study of Reading - University of Porto, Porto, Portugal|
Duration: 13 Jul 2016 → 16 Jul 2016
|Conference||Twenty-Third Annual Meeting of Society for the Scientific Study of Reading|
|Abbreviated title||SSSR 2016|
|Period||13/07/16 → 16/07/16|
CitationLin, D. Sun, H., & McBride, C. (2016, July). Developmental trajectory of Chinese character reading among Hong Kong Chinese kindergartners. Paper presented in the Twenty-Third Annual Meeting of the Society for the Scientific Study of Reading, Porto, Portugal.
- Morphological awareness
- Reading development