We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension.
- Authors
Zhang, Juan; McBride-Chang, Catherine; Tong, Xiuli; Wong, Anita; Shu, Hua; Fong, Cathy
- 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.
- Subjects
CHINA; CHILDREN; READING comprehension; COMPREHENSION; CRITICAL literacy; VOCABULARY
- Publication
Reading & Writing, 2012, Vol 25, Issue 9, p2183
- ISSN
0922-4777
- Publication type
Article
- DOI
10.1007/s11145-011-9353-4