Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (4): 430-438.doi: 10.16187/j.cnki.issn1001-4918.2019.04.06

Previous Articles     Next Articles

The Impact of Morphological Awareness on Reading Comprehension among Chinese Children: The Mediating Role of Silent Reading Fluency

ZHAO Ying, WU Xinchun, CHEN Hongjun   

  1. Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875
  • Published:2019-08-28

RichHTML

PDF (PC)

Abstract: In order to investigate the mechanisms that underlie the impact of morphological awareness on reading comprehension, 124 Chinese children were tested on a battery of tests at four time points from the grades 1 to 2. General cognitive ability, phonological awareness, morphological awareness, silent reading fluency and reading comprehension were administered. Controlling for general cognitive ability, phonological awareness and autoregressive effects, the results showed that (1) Children's morphological awareness, silent reading fluency and reading comprehension improved significantly from the grades 1 to 2. (2) Morphological awareness of the first semester of grade 1 could significantly predict reading comprehension of the first semester of grade 2 via silent reading fluency of the second semester of grade 1, while the mediating effect of silent reading fluency of the first semester of grade 2 was not significant. These findings suggest that morphological awareness can influence reading comprehension via subsequent silent reading fluency during early stage of elementary school years, and the mediating effect of silent reading fluency may change regularly with the development of children.

Key words: Chinese children, morphological awareness, reading comprehension, silent reading fluency

CLC Number: 

  • G442
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words:Impact on reading. Reading and Writing, 12(3), 169-190.
Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific Studies of Reading, 7(3), 239-253.
Chall J. S. (1967). Learning to read:The great debate. New York, NY:McGraw-Hill.
Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386-406.
Chen, X., Hao, M., Geva, E., Zhu, J., & Shu, H. (2009). The role of compound awareness in Chinese children's vocabulary acquisition and character reading. Reading and Writing, 22(5), 615-631.
Cheng, Y., Zhang, J., Li, H., Wu, X., Liu, H., Dong, Q., et al. (2017). Growth of compounding awareness predicts reading comprehension in young Chinese students:A longitudinal study from grade 1 to grade 2. Reading Research Quarterly, 52(1), 91-104.
Cheng, Y., Zhang, J., Wu, X., Liu, H., Li, H. (2016). Cross-lagged relationships between morphological awareness and reading comprehension among Chinese children. Frontiers in Psychology, 7, 1379.
Deacon, S. H., Kieffer, M. J., & Laroche, A. (2014). The relation between morphological awareness and reading comprehension:Evidence from mediation and longitudinal models. Scientific Studies of Reading, 18(6), 432-451.
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2009). The complex nature of reading fluency:A multidimensional view. Reading & Writing Quarterly, 25(1), 4-32.
Kieffer, M. J., Biancarosa, G., & Mancillamartinez, J. (2013). Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners:Exploring partial mediation by vocabulary and reading fluency. Applied Psycholinguistics, 34(4), 697-725.
Kim, Y. S., Petscher, Y., & Foorman, B. (2015). The unique relation of silent reading fluency to end-of-year reading comprehension:understanding individual differences at the student, classroom, school, and district levels. Reading and Writing, 28(1), 131-150.
Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read:A cross-language perspective. Educational Psychologist, 41(3), 161-180.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.
Layes, S., Lalonde, R., & RebaÏ, M. (2017). Study on morphological awareness and rapid automatized naming through word reading and comprehension in normal and disabled reading Arabic-speaking children. Reading & Writing Quarterly, 33(2), 123-140.
Li, L., & Wu, X. (2015). Effects of metalinguistic awareness on reading comprehension and the mediator role of reading fluency from grades 2 to 4. PloS One, 10(3), e114417.
Liu, P. D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102(1), 62-73.
Liu, P. D., McBride-Chang, C., Wong, T. T., Shu, H., & Wong, A. M. (2013). Morphological awareness in Chinese:Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34(4), 755-775.
McBride, C. A. (2016). Is Chinese special? Four aspects of Chinese literacy acquisition that might distinguish learning Chinese from learning alphabetic orthographies. Educational Psychology Review, 28(3), 523-549.
Obrien, B., & Wallot, S. (2016). Silent Reading Fluency and Comprehension in Bilingual Children. Frontiers in Psychology, 7,141.
Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., et al. (2016). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills:evidence from an 8-year longitudinal study. Developmental Science, 19(6), 982-991.
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M.J. Snowling & C. Hulme (Eds.), The science of reading:A handbook (pp. 227-247). Malden, MA:Blackwell.
Shu, H., & Anderson, R. C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32(1), 78-89.
Shu, H., McBride-Chang, C., Wu, S., & Liu, H. (2006). Understanding Chinese developmental dyslexia:Morphological awareness as a core cognitive construct. Journal of Educational Psychology, 98(1), 122-133.
Shu, H., Peng, H., & Mcbride-Chang, C. (2008). Phonological awareness in young Chinese children. Developmental Science, 11(1), 171-181.
Vaknin-Nusbaum, V., Sarid, M., & Shimron, J. (2016). Morphological awareness and reading in second and fifth grade:evidence from Hebrew. Reading and Writing, 29(2), 229-244.
Wang, M., Cheng, C., & Chen, S. (2006). Contribution of morphological awareness to chinese-english biliteracy acquisition. Journal of Educational Psychology, 98(3), 542-553.
Xue, J., Shu, H., Li, H., Li, W., & Tian, X. (2013). The stability of literacy-related cognitive contributions to Chinese character naming and reading fluency. Journal of Psycholinguistic Research, 42(5), 433-450.
Zhang, J., Mcbridechang, C., Tong, X., Wong, A. M. Y., Shu, H., & Fong, C. Y. C. (2011). 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.
程亚华. (2015). 小学低年级汉语儿童语素意识的发展及其在阅读理解中的作用:追踪研究的证据(博士学位论文). 北京师范大学.
程亚华, 王健, 伍新春. (2018). 小学低年级儿童汉语语素意识在阅读理解中的作用:字词阅读流畅性的中介效应. 心理学报, 50(4), 413-425.
李虹, 饶夏溦, 董琼, 朱瑾, 伍新春. (2011). 语音意识、语素意识和快速命名在儿童言语发展中的作用. 心理发展与教育, 27(2), 158-163.
李虹, 舒华. (2009). 学前和小学低段不同识字量儿童的认知能力比较. 心理发展与教育, 25(3), 1-8.
陆爱桃, 张积家. (2006). 阅读流畅性研究及其进展. 心理科学, 29(2), 376-379.
张厚粲, 王晓平. (1989). 瑞文标准推理测验在我国的修订.心理学报, 21(2), 113-121.
赵英, 程亚华, 伍新春, 阮氏芳. (2016). 汉语儿童语素意识与词汇知识的双向关系:一项追踪研究. 心理学报, 48(11), 1434-1444.
[1] SHI Mengmeng, REN Guiqin, SUN Junhong, ZHANG Xinxing. Effects of Vocabulary Type and Reading Ability on Reading Comprehension Monitoring in First Grade Pupils [J]. Psychological Development and Education, 2024, 40(2): 207-214.
[2] WANG Haolan, CHEN Hongjun, WU Xinchun, ZHAO Ying, SUN Peng. The Effect of Reading Modes to Reading Comprehension in Chinese Children: A Mediated Moderation Model [J]. Psychological Development and Education, 2023, 39(3): 369-378.
[3] ZHANG Yuping, DONG Qiong, SONG Shuang, SHU Hua. The Developmental Trajectories of Reading Abilities in Chinese Lower Graders and the Predictability of Early Reading-related Cognitive Skills [J]. Psychological Development and Education, 2023, 39(2): 210-218.
[4] SHI Mengmeng, REN Guiqin, LYU Xiaoxiao, ZHANG Qiao, LI Haijiao. Online Measures of Comprehension Monitoring in Children [J]. Psychological Development and Education, 2022, 38(4): 592-599.
[5] ZHANG Chao, CHENG Yahua, LI Liping, FAN Yuting, WU Xinchun. The Role of Awareness of Compound Word Structures in Chinese Children's Reading Comprehension [J]. Psychological Development and Education, 2022, 38(2): 236-243.
[6] ZHOU Tingna, LI Yixun, LI Hong, XU Zhonggeng, ZHANG Feng, CHENG Yahua. The Relation between Oral Reading Fluency and Reading Comprehension among Chinese Children: A 3-year Longitudinal Study [J]. Psychological Development and Education, 2021, 37(5): 691-700.
[7] YAN Mengge, LI Hong, LI Yixun, ZHOU Xuelian, HUI Yi, CHENG Yahua, WU Xinchun. The Importance of Decoding Skills and Vocabulary to Reading Comprehension in Chinese Reading Development [J]. Psychological Development and Education, 2020, 36(3): 311-317.
[8] CHENG Yahua, ZHOU Tingna, ZHAO Ying, LI Hong, WU Xinchun. The Developmental Trajectories of Reading Fluency and Its Predictive Effects on Reading Comprehension in Chinese Primary School Students [J]. Psychological Development and Education, 2019, 35(6): 686-696.
[9] FANG Chenghao, CHENG Yahua, WU Xinchun. The Influence of Morphological Awareness and Oral Vocabulary Knowledge on Chinese Children's Reading Ability: A Longitudinal Study [J]. Psychological Development and Education, 2019, 35(1): 57-67.
[10] LIU Hanlong, ZHAO Jing. The Development of Visual Attention Span And Its Effect on Reading Fluency in Chinese Children with Developmental Dyslexia [J]. Psychological Development and Education, 2018, 34(5): 533-540.
[11] CHENG Yahua, WU Xinchun. Reading Fluency of First-graders Predicted Reading Comprehension of Second-and Third-graders [J]. Psychological Development and Education, 2018, 34(3): 314-321.
[12] ZHANG Yuping, DONG Qiong, SHU Hua, WU Yan. The Roles of Phonological Awareness, Naming Speed, and Morphological Awareness in Chinese Reading Development [J]. Psychological Development and Education, 2017, 33(4): 401-409.
[13] ZHOU Xuelian, CHENG Yahua, LI Yixun, HAN Chunxiang, LI Hong. The Role of Oral Reading Fluency in Chinese Children's Reading Development [J]. Psychological Development and Education, 2016, 32(4): 471-477.
[14] DONG Qiong, LI Hong, WU Xin-chun, RAO Xiao-wei, ZHU Jin. The Role of Morphological Awareness in Linguistic Skills Development of Chinese Kindergartener：Evidence from A Longitudinal Study [J]. Psychological Development and Education, 2013, 29(2): 147-151.
[15] SUN Cong-ying, PENG Peng, CHEN Hai-xian, TAO Sha. The Effects of the Processing and the Storage in English and Chinese Working Memory on English Reading Comprehension among Chinese Middle School Students [J]. Psychological Development and Education, 2012, 28(1): 61-69.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd