Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context
Learning and Individual Differences
© 2017 Elsevier Inc. All rights reserved.
Reason for embargo
Considering the dual-level representation of meaning in print in Chinese, this study differentiated between morphemic (i.e., morphemic awareness) and sub-morphemic (i.e., graphomorphological awareness) dimensions of morphological awareness and examined their concurrent contributions to text comprehension in fourth grade Chinese readers in a multilingual context where Chinese literacy only has an ancillary function. Structural Equation Modeling analysis revealed that while both dimensions of morphological awareness were significant independent contributors to word reading and vocabulary knowledge, only morphemic awareness significantly predicted text comprehension over and above the two word-level skills. On the other hand, significant indirect effects of both graphomorphological and morphemic awareness were found on text comprehension; in addition, those indirect effects were found to be mediated by vocabulary knowledge or jointly by word reading and vocabulary knowledge. These findings were discussed in light of the centrality of meaning in text comprehension and possible contextual variation in the functioning of different dimensions of morphological awareness in Chinese reading development.
The study reported in this paper was part of a large project that examined Singaporean children's biliteracy development. The project was supported by a grant from the Office of Education Research of National Institute of Education, Nanyang Technological University (grant number OER 24/10 ZDB).
This is the author accepted manuscript. The final version is available from Elsevier via the DOI in this record.
Vol. 56, pp. 13 - 23