Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
Journal of Research in Reading
Wiley for United Kingdom Literacy Association
Copyright © 2018 UKLA. Published by John Wiley & Sons Ltd.
Reason for embargo
Under embargo until 25 January 2020 in compliance with publisher policy.
Background: While much is known about how morphological awareness (MA) contributes to reading development, little attention has been paid to how reading may conversely affect MA development, particularly in readers of Chinese in a bilingual/multilingual setting. Methods: The study adopted a cross-lagged panel design. Young bilingual readers of Chinese were measured in MA, word reading, and reading comprehension – all in Chinese – twice from Grade 3 to Grade 4. Results: Path analysis revealed that Grade 3 MA significantly predicted Grade 4 reading comprehension after controlling for the autoregressive effect. Over and above Grade 3 MA, Grade 3 reading also significantly predicted Grade 4 MA. Subsequent analyses, however, revealed disparate developmental patterns between those with Chinese and English, respectively, as their home language. Implications: These findings, while supporting reciprocity of developmental relationships between MA and reading, also suggested that the pattern of relationships can vary as a function of students’ target language experiences in a bilingual/multilingual setting.
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). No views expressed in this paper represent those of the funding agency or any author’s affiliated organization.
This is the author accepted manuscript. The final version is available from Wiley via the DOI in this record.
Published online 25 January 2018.