Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition

Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition

• Tong, Xiuli Chinese University of Hong Kong
• McBride Chang, Catherine Chinese University of Hong Kong
• Shu, Hua State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University
• Wong, Anita M. Y. University of Hong Kong

Scientific Studies of Reading, 13(5), 426-452, 2009

Lawrence Erlbaum Associates

2009

• A Human Growth & Development
  • AB Cognitive & Language Development, Perceptual & Intellectual Development

Developmental Dyslexia Phonological Awareness Reading Acquisition Skills Children Comprehension Recognition Languages Students Word Education & Educational Research

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This 1-year longitudinal study examined the extent to which morphological awareness, orthographic knowledge, and phonological awareness, along with speeded naming, uniquely explained word recognition, dictation (i.e., spelling), and reading comprehension among 171 young Hong Kong Chinese children. With age and vocabulary knowledge statistically controlled, both morphological awareness and orthographic knowledge were uniquely associated with all three concurrently measured literacy skills, as well as longitudinal measures of specific literacy skills. Naming speed was also uniquely associated with concurrent word reading, as well as all three literacy skills longitudinally, even with their autoregressive effects controlled. Analyses of children's spelling mistakes indicated that 97% and 95% of all errors were either morpholexically or orthographically based at times 1 and 2, respectively. Morphologically based spelling errors were also uniquely associated with all three literacy skills across time. Findings underscore the importance of morphological awareness and orthographic knowledge for Chinese literacy acquisition.
[Copyright of Scientific Studies of Reading is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10888430903162910]

• English

Journal Articles

• 10888438

• 10.1080/10888430903162910

https://bibliography.lib.eduhk.hk/en/bibs/b646285d

2010-11-28