Reading and spelling Chinese among beginning readers: What skills make a difference?

Pui Sze YEUNG, Suk Han Connie HO, Pui Man Pakey CHIK, Lap Yan LO, Hui LUAN, Wai Ock David CHAN, Kevin Kien Hoa CHUNG

Research output: Contribution to journalArticles

79 Citations (Scopus)

Abstract

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant predictor of Chinese word reading and writing to dictation (i.e., spelling) in the context of orthographic skills and morphological awareness. Commonality analyses suggested that orthographic skills and morphological awareness each contributed significant amount of unique variance to Chinese word reading and spelling. Syntactic skills accounted for significant amount of unique variance in reading comprehension at both sentence and passage levels after controlling for the effects of word reading and the other skills, but listening comprehension did not. A model on the interrelationships among the reading-related skills and Chinese reading at both word and text levels was proposed. Copyright © 2011 Society for the Scientific Study of Reading.
Original languageEnglish
Pages (from-to)285-313
JournalScientific Studies of Reading
Volume15
Issue number4
DOIs
Publication statusPublished - Jul 2011

Citation

Yeung, P.-s., Ho, C. S.-h., Chik, P. P.-m., Lo, L.-y., Luan, H., Chan, D. W.-o., & Chung, K. K.-h. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Studies of Reading, 15(4), 285-313.

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