The contributions of phonological awareness (PA), morphological awareness (MA) to character reading in Chinese children were repeatedly found in previous studies. However, few studies have examined the reciprocal and indirect relations between PA, MA, and character reading in Chinese children, especially in the early developmental stage. In this study, we measured the three variables in 120 children (mean age = 50.01 months, SD = 3.46 moths, 62 girls) from one kindergarten in Beijing when they were in K1 (first year in kindergarten), K2 and K3, with one year in between. Using the cross-lagged panel modeling, we found that: first, different patterns of the relations between the two metalinguistic awareness and character reading emerged at the two time intervals. Specifically, from K1 to K2, PA and character reading had a reciprocal relation (βs = .19, ps < .003); from K2 to K3, MA and character reading had a reciprocal relation (βs = .12 - .16, ps < .02). Second, the indirect paths between metalinguistic awareness and character reading were found. Specifically, early PA was found to contribute to character reading via MA (95% C.I. [0.19, 1.21]), and early MA was found to contribute to character reading via PA (95% C.I. [0.09, 0.88]). Moreover, early character reading was found to contribute to PA though MA (95% C.I. [0.01, 0.12]). These findings revealed the dynamic relations between PA, MA, and character reading and provided implications for the character learning mechanisms at the early stage of reading development. Copyright © 2020 ARWA.
|Publication status||Published - Sep 2020|
CitationWang, L., Liu, D., & Lin, D. (2020, September). The dynamic relations between phonological awareness, morphological awareness and character reading in Chinese early readers: A three-year longitudinal study [Zoom]. Paper presented at the 4th Annual Conference for the Association for Reading and Writing in Asia (ARWA 2020), Beijing, China.
- Phonological awareness
- Morphological awareness
- Character reading