TY - JOUR
T1 - Morphological awareness and Chinese children's literacy development
T2 - An intervention study
AU - Wu, Xiaoying
AU - Anderson, Richard C.
AU - Li, Wenling
AU - Wu, Xinchun
AU - Li, Hong
AU - Zhang, Jie
AU - Zheng, Qiu
AU - Zhu, Jin
AU - Shu, Hua
AU - Jiang, Wei
AU - Chen, Xi
AU - Wang, Qiuying
AU - Yin, Li
AU - He, Yeqin
AU - Packard, Jerome
AU - Gaffney, Janet S.
N1 - Funding Information:
The authors are pleased to acknowledge the support of the Spencer Foundation for the research described in this article.
PY - 2009/1
Y1 - 2009/1
N2 - The purpose of this study was to investigate the relationship between morphological awareness and Chinese children's literacy development. Of the 169 children from elementary schools in Beijing, China, who participated in the study, about half received enhanced instruction on the morphology of characters and words in the first and second grade. At the beginning of second grade and at the beginning of third grade, children were tested on morphological awareness, reading, and writing. The results showed that morphological instruction substantially improved children's performance on the morphological awareness and literacy measures. The best-fitting structural equation models suggested a unidirectional causal relation in early second grade and a reciprocal relation in early third grade between morphological awareness and children's literacy development.
AB - The purpose of this study was to investigate the relationship between morphological awareness and Chinese children's literacy development. Of the 169 children from elementary schools in Beijing, China, who participated in the study, about half received enhanced instruction on the morphology of characters and words in the first and second grade. At the beginning of second grade and at the beginning of third grade, children were tested on morphological awareness, reading, and writing. The results showed that morphological instruction substantially improved children's performance on the morphological awareness and literacy measures. The best-fitting structural equation models suggested a unidirectional causal relation in early second grade and a reciprocal relation in early third grade between morphological awareness and children's literacy development.
UR - http://www.scopus.com/inward/record.url?scp=61349158667&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=61349158667&partnerID=8YFLogxK
U2 - 10.1080/10888430802631734
DO - 10.1080/10888430802631734
M3 - Article
AN - SCOPUS:61349158667
SN - 1088-8438
VL - 13
SP - 26
EP - 52
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 1
ER -