The Role of Morphological Awareness in Learning to Read chinese

William E. Nagy; Amy Kuo-kealoha; Wu Xinchun; Li Wenling; Richard C. Anderson; Chen Xi

doi:10.1007/978-1-4615-0859-5_4

The Role of Morphological Awareness in Learning to Read chinese

William E. Nagy, Amy Kuo-kealoha, Wu Xinchun, Li Wenling, Richard C. Anderson, Chen Xi

Educational Psychology

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Morphological awareness has been hypothesized to play a role in Chinese literacy acquisition analogous to that played by phonemic awareness in children learning to read English. This hypothesis was tested through a one-year instructional intervention designed to enhance morphological awareness which was implemented in first- and fourth-grade Beijing classrooms. At both grade levels, morphological awareness instruction increased students’ performance on tasks directly related to morphological awareness, and on reading or writing tasks which emphasize character-level knowledge. Anticipated synergistic effects of the morphological awareness intervention with an intervention aimed at increasing students’ volume of reading were not found. We conclude that in learning to read Chinese, as in learning to read English, students are benefited by instruction that helps them gain insight into how their writing system represents the units of the spoken language

Original language	English (US)
Title of host publication	Chinese Children’s Reading Acquisition
Editors	Li Wenling, Janet S. Gaffney, Jerome L. Packard
Publisher	Springer
Chapter	4
Pages	59-86
ISBN (Electronic)	978-1-4615-0859-5
ISBN (Print)	978-1-4613-5274-7
DOIs	https://doi.org/10.1007/978-1-4615-0859-5_4
State	Published - 2002

Keywords

acquisition of literacy
Chinese literacy
instructional intervention
metalinguistic awareness
morphological awareness
phonemic awareness
volume of reading

Online availability

10.1007/978-1-4615-0859-5_4

Library availability

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1 Book

Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues
Li, W. (Editor), Gaffney, J. S. (Editor) & Packard, J. L. (Editor), 2002, Boston: Kluwer Academic Publishers. 266 p.
Research output: Book/Report/Conference proceeding › Book

Cite this

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abstract = "Morphological awareness has been hypothesized to play a role in Chinese literacy acquisition analogous to that played by phonemic awareness in children learning to read English. This hypothesis was tested through a one-year instructional intervention designed to enhance morphological awareness which was implemented in first- and fourth-grade Beijing classrooms. At both grade levels, morphological awareness instruction increased students{\textquoteright} performance on tasks directly related to morphological awareness, and on reading or writing tasks which emphasize character-level knowledge. Anticipated synergistic effects of the morphological awareness intervention with an intervention aimed at increasing students{\textquoteright} volume of reading were not found. We conclude that in learning to read Chinese, as in learning to read English, students are benefited by instruction that helps them gain insight into how their writing system represents the units of the spoken language",

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T1 - The Role of Morphological Awareness in Learning to Read chinese

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AU - Xi, Chen

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Y1 - 2002

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The Role of Morphological Awareness in Learning to Read chinese

Abstract

Keywords

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Research output

Chinese Children’s Reading Acquisition: Theoretical and Pedagogical Issues

Cite this