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Longitudinal predictors of Chinese word reading and spelling among elementary grade students.
- Source :
- Applied Psycholinguistics; Nov2013, Vol. 34 Issue 6, p1245-1277, 33p
- Publication Year :
- 2013
-
Abstract
- The longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and morphological awareness assessed in Grade 1 were significant longitudinal predictors of Chinese word reading in Grades 1 to 4. As for word spelling, rapid naming was the only significant predictor across grades. Morphological awareness was a robust predictor of word spelling in Grade 1 only. Phonological skills and orthographic skills significantly predicted word spelling in Grades 2 and 4. After controlling for autoregressive effects, morphological awareness and orthographic skills were the significant longitudinal predictors of Chinese word reading and word spelling, respectively. These findings reflected the impacts of the Chinese orthography on children's reading and spelling development. [ABSTRACT FROM PUBLISHER]
- Subjects :
- ELEMENTARY education
SCHOOL children
ANALYSIS of variance
CHI-squared test
COMMUNICATIVE competence
STATISTICAL correlation
ORTHOGRAPHY & spelling
LONGITUDINAL method
MULTIVARIATE analysis
PATH analysis (Statistics)
READING
RESEARCH funding
VOCABULARY
MULTIPLE regression analysis
STRUCTURAL equation modeling
INTER-observer reliability
RESEARCH methodology evaluation
DESCRIPTIVE statistics
Subjects
Details
- Language :
- English
- ISSN :
- 01427164
- Volume :
- 34
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- Applied Psycholinguistics
- Publication Type :
- Academic Journal
- Accession number :
- 90829155
- Full Text :
- https://doi.org/10.1017/S0142716412000239