Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (2): 236-243.doi: 10.16187/j.cnki.issn1001-4918.2022.02.10

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The Role of Awareness of Compound Word Structures in Chinese Children's Reading Comprehension

ZHANG Chao1, CHENG Yahua2,3, LI Liping1,3, FAN Yuting4, WU Xinchun3   

  1. 1. Experimental Teaching Center of Psychology and Cognitive Behavior, School of Education Science, Shanxi Normal University, Linfen 041004;
    2. Center of Group Behavior and Social Psychological Service, Department of Psychology, Ningbo University, Ningbo 315211;
    3. Institute of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875;
    4. Faculty of Education, Northeast Norrnal University, Changchun 130022
  • Published:2022-03-24

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Abstract: The role of awareness of compound word structures in Chinese children's reading comprehension was examined in a one-year across-grade longitudinal study. In total, 382 children (first, third and fifth graders) participated at two-time points. The interval was one year. Results showed that:(1) After controlling for gender, IQ, character recognition, vocabulary, RAN, phonological awareness, and morphological awareness, awareness of compound word structures was a unique predictor of concurrent reading comprehension of Grade 3 at T2, Grade 5, and Grade 5 at T2, but not uniquely related with the concurrent reading comprehension of Grade 1, Grade 1 at T2, and 3; (2)After controlling for autoregressive effects and other related variables, awareness of compound word structures in Grade 3 and 5 was a unique significant predictor of children's reading comprehension performance one year later. These results indicated that awareness of compound word structures played a developmental role in Chinese students' reading comprehension.

Key words: awareness of compound word structures, reading comprehension, Chinese children, longitudinal study

CLC Number: 

  • G442
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