TITLE

Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension

AUTHOR(S)
Zhang, Juan; McBride-Chang, Catherine; Tong, Xiuli; Wong, Anita; Shu, Hua; Fong, Cathy
PUB. DATE
October 2012
SOURCE
Reading & Writing;Oct2012, Vol. 25 Issue 9, p2183
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
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.
ACCESSION #
80028383

 

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