City Research Online

Abstract

There are strong correspondences among syllable, morpheme, and orthographic representations in Chinese. For this reason, bidirectional relationships have been hypothesized among morphological awareness, vocabulary knowledge, and word reading from an early age. Our study examined the reciprocity of these skills among Hong Kong Chinese primary school children. Data were collected from 160 first graders at two time points and were analyzed using a cross-lagged panel design with the three skills modeled simultaneously. No reciprocal pathways were demonstrated in the model; instead, unidirectional relationships emerged. Morphological awareness facilitated later word reading and word reading facilitated later vocabulary knowledge. Results are discussed in relation to a developmental account of learning to read in Chinese.

Publication Type:	Article
Additional Information:	© 2021. This article has been published in Journal of Experimental Child Psychology by Elsevier, doi: https://doi.org/10.1016/j.jecp.2021.105100. This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0/
Publisher Keywords:	cross-lagged panel model, morphological awareness, vocabulary knowledge, word reading, Chinese
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > PI Oriental languages and literatures
Departments:	School of Health & Psychological Sciences > Psychology
SWORD Depositor:	Symplectic Administrator

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