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

Zhang, Juan; McBride-Chang, Catherine; Tong, Xiuli; Wong, Anita; Shu, Hua; Fong, Cathy
October 2012
Reading & Writing;Oct2012, Vol. 25 Issue 9, p2183
Academic Journal
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.


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