Longitudinal predictors of Chinese word reading and spelling among elementary grade students

Piu-Sze YEUNG, Connie Suk-Han HO, Yau-Kai WONG, David Wai-Ock CHAN, Kevin Kien Hoa CHUNG, Lap-Yan LO

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25 Citations (Scopus)

Abstract

The longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children’s reading and spelling development. Copyright © 2012 Cambridge University Press.
Original languageEnglish
Pages (from-to)1245-1277
JournalApplied Psycholinguistics
Volume34
Issue number6
Early online dateAug 2012
DOIs
Publication statusPublished - Nov 2013

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Reading
school grade
Students
student
orthography
Longitudinal Studies
longitudinal study
Spelling
Word Reading
Predictors
Morphological Awareness
Orthographic
Naming
Phonological Skills

Citation

Yeung, P.-S., Ho, C. S.-H., Wong, Y.-K., Chan, D. W.-O., Chung, K. K.-H., & Lo, L.-Y. (2013). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistics, 34(4), 1245-1277.