Abstract
This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8 years old, across 1 year. With time 1 word reading, phonological awareness and speeded naming controlled, morphological awareness was uniquely associated with concurrent and subsequent reading comprehension; orthography-semantic awareness uniquely explained concurrent reading comprehension at time 2. Together, the meaning acquisition variables explained between 2 and 6% unique variance in reading comprehension across time, underscoring the importance of acquisition of meaning for early reading comprehension among Chinese children. Copyright © 2011 Springer Science+Business Media B.V.
Original language | English |
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Pages (from-to) | 2183-2203 |
Journal | Reading and Writing |
Volume | 25 |
Issue number | 9 |
DOIs | |
Publication status | Published - Oct 2012 |
Citation
Zhang, J., McBride-Chang, C., Tong, X., Wong, A. M.-Y., Shu, H., & Fong, C. Y.-C. (2012). Reading with meaning: The contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension. Reading and Writing, 25(9), 2183-2203. doi: 10.1007/s11145-011-9353-4Keywords
- Chinese children
- Morphological awareness
- Reading comprehension
- Semantic radical awareness
- Vocabulary