Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese

Hong LI, Vedran DRONJIC, Xi CHEN, Yixun LI, Yahua CHENG, Xinchun WU

Research output: Contribution to journalArticlespeer-review

11 Citations (Scopus)

Abstract

This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of the words shared a meaning. Morpheme identity (same or different), whole-word semantic relatedness (high or low), orthography (same or different), and phonology (same or different) were manipulated. By Grade 6, children were able to focus on meaning similarities across morphemes while ignoring the distraction of form, but they remained influenced by whole-word semantic relatedness. Children's ability to overcome the distraction of phonology consistently improved with age, but did not reach ceiling, whereas the parallel ability for orthography reached ceiling at Grade 6. Morphological judgment performance was a significant unique predictor of reading comprehension when character naming and vocabulary knowledge were accounted for. Copyright © 2016 Cambridge University Press.
Original languageEnglish
Pages (from-to)1218-1247
JournalJournal of Child Language
Volume44
Issue number5
Early online dateNov 2016
DOIs
Publication statusPublished - Sep 2017

Citation

Li, H., Dronjic, V., Chen, X., Li, Y., Cheng, Y., & Wu, X. (2017). Morphological awareness as a function of semantics, phonology, and orthography and as a predictor of reading comprehension in Chinese. Journal of Child Language, 44(5), 1218-1247. doi: 10.1017/S0305000916000477

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