scholarly journals Longitudinal predictors of Chinese word reading and spelling among elementary grade students

2012 ◽  
Vol 34 (6) ◽  
pp. 1245-1277 ◽  
Author(s):  
PUI-SZE YEUNG ◽  
CONNIE SUK-HAN HO ◽  
YAU-KAI WONG ◽  
DAVID WAI-OCK CHAN ◽  
KEVIN KIEN-HOA CHUNG ◽  
...  
Keyword(s):  
Predictive Power ◽  
Word Reading ◽  
Morphological Awareness ◽  
Rapid Naming ◽  
Chinese Word ◽  
Spelling Development ◽  
Phonological Skills ◽  
Elementary Grade ◽  
Word Spelling ◽  
Reading And Spelling

ABSTRACTThe 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.

Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia

2019 ◽  
Vol 53 (1) ◽  
pp. 48-59 ◽  
Author(s):  
Kevin Kien Hoa Chung ◽  
Chun Bun Lam
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Critical Role ◽  
Morphological Awareness ◽  
Chinese Adolescents ◽  
Cognitive Linguistic ◽  
Word Spelling ◽  
L1 And L2 ◽  
Reading And Spelling ◽  
Reading And Spelling Difficulties

The present study investigated the co-occurrence of word reading and spelling difficulties for Chinese first language (L1) and English second language (L2) and the role of morphological awareness in word reading and spelling ability across two languages. A total of 110 Hong Kong Chinese-speaking students in Grade 7, including 55 adolescents with dyslexia (28 males, mean age = 152.11 months) and 55 typically developing adolescents (27 males, mean age = 151.85 months) participated. They were assessed on the cognitive-linguistic measures of morphological awareness, phonological awareness, vocabulary knowledge, rapid naming, word reading, and word spelling in L1 and L2. Multivariate analysis of variance showed that compared with the typical students, adolescents with dyslexia had poorer performance in all L1 and L2 measures except the phonological awareness in Chinese. Hierarchical regression analysis indicated that for both groups of students, morphological awareness contributed uniquely to word reading and spelling in L1 and L2; rapid letter naming contributed uniquely to English word spelling. Findings highlight the importance of co-occurring difficulties in L1 and L2 reading and spelling and that morphological awareness may play a critical role in predicting word reading and spelling across languages for Chinese adolescents with dyslexia and those without difficulty.

scholarly journals Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children

2012 ◽  
Vol 34 (4) ◽  
pp. 755-775 ◽  
Author(s):  
PHIL D. LIU ◽  
CATHERINE MCBRIDE-CHANG ◽  
TERRY T.-Y. WONG ◽  
HUA SHU ◽  
ANITA M.-Y. WONG
Keyword(s):  
Word Reading ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Chinese Children ◽  
Hong Kong Chinese ◽  
Chinese Word ◽  
Learning To Read ◽  
Path Analyses ◽  
Hong Kong Chinese Children ◽  
Primary Focus

ABSTRACTAn in-depth exploration of the associations of two aspects of morphological awareness in Chinese—homophone awareness and lexical compounding awareness—to Chinese word reading and vocabulary knowledge was the primary focus of the present study. Among 154 9-year-old Hong Kong Chinese children, both lexical compounding and homophone awareness were significantly associated with word reading (r = .54 for compounding, r = .38 for homophones) and vocabulary knowledge (r = .41 for compounding, r = .53 for homophones). However, with autoregressors additionally statistically controlled, homophone awareness remained uniquely associated with vocabulary but not word reading; lexical compounding was uniquely associated with both word reading and vocabulary. Path analyses best illustrated this pattern. Both morphological awareness constructs are likely bidirectionally associated with word reading and vocabulary knowledge. However, homophone awareness is more centrally associated with vocabulary knowledge because it taps specific, existing morpheme knowledge. In contrast, lexical compounding requires structural understanding of one's language, which seems to be helpful for both learning to read and vocabulary acquisition in Chinese.

Orthographic Knowledge, and Reading and Spelling: A Longitudinal Study in an Intermediate Depth Orthography

2021 ◽  
Vol 24 ◽  
Author(s):  
Luís Querido ◽  
Sandra Fernandes ◽  
Arlette Verhaeghe
Keyword(s):  
Literacy Development ◽  
Word Reading ◽  
Orthographic Knowledge ◽  
Intermediate Depth ◽  
Pseudoword Reading ◽  
Word Spelling ◽  
Grade 3 ◽  
End Of Grade ◽  
Reading And Spelling ◽  
Variance Explained

Abstract Orthographic knowledge is an important contributor to reading and spelling. However, empirical research is unclear about its long-lasting influence along with literacy development. We examined whether reading and spelling benefitted from an independent contribution of lexical and sublexical orthographic knowledge in European Portuguese, an intermediate depth orthography. This was investigated longitudinally from Grade 2 to 5 with two cohorts of Portuguese children, using common measures of orthographic knowledge, and word and pseudoword reading and spelling tasks. Regression analyses showed that lexical orthographic knowledge assessed at the beginning of Grade 2 predicted word reading at the beginning of Grade 3 (p < .05, variance explained = 6%), word spelling at the end of Grade 2 (p < .05, variance explained = 6%) and pseudoword spelling at the beginning of Grade 3 (p < .05, variance explained = 8%). They also revealed that lexical orthographic knowledge assessed at the beginning of Grade 4 predicted word spelling at the end of Grade 4 (p < .001, variance explained = 21%). Differently, sublexical orthographic knowledge evaluated at the beginning of Grade 2 and of Grade 4 only contributed to pseudoword spelling at the beginning of Grade 3 (p < .01, variance explained = 12%), and to pseudoword reading at the end of Grade 5 (p < .01, variance explained = 9%), respectively. Therefore, orthographic knowledge predicted spelling more often and earlier than reading. Furthermore, the results suggest that the influence of orthographic knowledge may vary during literacy development and, along with findings from other studies, that this influence at the lexical level may depend on orthographic consistency.

scholarly journals The roles of morphology, phonology, and prosody in reading and spelling multisyllabic words

2021 ◽  
pp. 1-21
Author(s):  
Jodie L. Enderby ◽  
Julia M. Carroll ◽  
M. Luisa Tarczynski-Bowles ◽  
Helen L. Breadmore
Keyword(s):  
Middle Childhood ◽  
Short Term Memory ◽  
Word Reading ◽  
Morphological Awareness ◽  
Short Term ◽  
Monosyllabic Words ◽  
Prosodic Sensitivity ◽  
Early Acquisition ◽  
Derivational Morphemes ◽  
Reading And Spelling

Abstract While most English words are multisyllabic, research on literacy acquisition has tended to focus on early acquisition of monosyllabic words. The processes involved in multisyllabic word reading and spelling in middle childhood are likely to differ from those in monosyllabic reading and spelling. The current paper examines the contributions of morphological awareness (MA; awareness of derivational morphemes), prosodic sensitivity (sensitivity to lexical stress), and phonological awareness (PA; awareness of phonemes) for multisyllabic word reading and spelling, after accounting for background variables (age, vocabulary, nonverbal IQ, short-term memory). Seventy 7–10-year-old children completed a battery of tasks. MA and prosodic sensitivity were independent predictors of multisyllabic reading, while MA and PA were independent predictors of multisyllabic spelling. These results contrast with previous research, which instead found that PA plays a more prominent role while prosodic sensitivity appears to demonstrate only an indirect influence. However, those studies largely examined reading of shorter, one to three syllable words. These findings indicate when words are longer and multisyllabic, prosodic sensitivity, PA, and MA have differing direct influences on literacy. MA and prosodic sensitivity relate to word reading, while MA and PA are important for spelling.

scholarly journals How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development

2020 ◽  
Author(s):  
Kyle Levesque ◽  
Helen Breadmore ◽  
Helene Deacon
Keyword(s):  
Reading Comprehension ◽  
Literacy Development ◽  
Word Reading ◽  
Literacy Skills ◽  
Written Language ◽  
Spelling Development ◽  
Children's Literacy ◽  
Models Of Reading ◽  
Reading And Spelling ◽  
Reading And Spelling Development

A defining feature of language lies in its capacity to represent meaning across oral and written forms. Morphemes, the smallest units of meaning in a language, are the fundamental building blocks that encode meaning, and morphological skills enable their effective use in oral and written language. Increasing evidence indicates that morphological skills are linked to literacy outcomes, including word reading, spelling, and reading comprehension. Despite this evidence, the precise ways in which morphology influences the development of children’s literacy skills remains largely underspecified in theoretical models of reading and spelling development. In this paper, we draw on the extensive empirical evidence base in English to explicitly detail how morphology might be integrated into models of reading and spelling development. In doing so, we build on the perspective that morphology is multidimensional in its support of literacy development. The culmination of our efforts is the Morphological Pathways Framework—an adapted framework that illuminates precise mechanisms by which morphology impacts word reading, spelling, and reading comprehension. Through this framework, we bring greater clarity and specificity on how the use of morphemes in oral and written language supports the development of children’s literacy skills. We also highlight gaps in the literature, revealing important areas to focus future research to improve theoretical understanding. Furthermore, this paper provides valuable theoretical insight that will guide future empirical inquiries in identifying more precise morphological targets for intervention, which may have widespread implications for informing literacy practices in the classroom and educational policies more broadly.

scholarly journals Effective spelling training is not enhanced by tDCS in adults

2021 ◽  
Author(s):  
Nathan Caruana ◽  
Rebecca Gelding ◽  
Maia Zucco ◽  
Genevieve McArthur
Keyword(s):  
Reading Fluency ◽  
Word Reading ◽  
Facilitatory Effect ◽  
Poor Reading ◽  
Reading Accuracy ◽  
Sham Stimulation ◽  
Adult Reading ◽  
Word Spelling ◽  
Reading And Spelling ◽  
Spelling Word

The aim of this study was to test the effects of tDCS on adult reading and spelling abilities. Experiment 1 examined whether tDCS improved adults' performance on reading and spelling tests. We found no evidence that left temporal tDCS stimulation improved word spelling, word reading accuracy, or word reading fluency compared to sham stimulation. Experiment 2 tested the effect of left-temporal tDCS stimulation on spelling training in adults. There was no evidence for a facilitatory effect of tDCS on spelling training despite its large and significant effects on adults' ability to spell difficult words. These results, paired with previous studies, argue against the use of tDCS as an intervention for poor reading and spelling until we identify a tDCS paradigm that reliably improves reading and spelling skills.

Children’s Phonological Awareness as a Predictor of Reading and Spelling

2015 ◽  
Vol 47 (3) ◽  
pp. 123-138 ◽  
Author(s):  
Maximilian Pfost
Keyword(s):  
Phonological Awareness ◽  
Predictive Power ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Second Grade ◽  
Spelling Development ◽  
German Speaking ◽  
English Speaking ◽  
Reading And Spelling ◽  
Reading And Spelling Development

Abstract. Numerous observational and experimental studies have shown that phonological awareness relates to reading and spelling. However, most studies were conducted in English-speaking countries, neglecting the issue of the generalizability of the findings across different orthographies. This meta-analysis focused exclusively on studies from German-speaking countries and explored how measures of phonological awareness relate longitudinally to reading and spelling. It summarized 19 manuscripts reporting the results of 21 independent studies. Results indicated a mean effect size of Zr = 0.318 (r = .308) for the relation between phonological awareness and later reading and spelling. Moderator analyses showed that phonological awareness on the rhyme level was less related to reading and spelling than phonological awareness on the phoneme level. Furthermore, the predictive power of phonological awareness remained substantial even for children beyond the second grade. The findings suggest that research on reading and spelling development should take into account the characteristics of German orthography.

Impact of early home language exposure on phonological and orthographic skills and their contributions to English literacy abilities in English monolingual and Chinese–English bilingual adults

2016 ◽  
Vol 38 (1) ◽  
pp. 181-210 ◽  
Author(s):  
STEPHANIE H. M. YEONG ◽  
JANET FLETCHER ◽  
DONNA M. BAYLISS
Keyword(s):  
Second Language ◽  
Word Reading ◽  
First Language ◽  
English Word ◽  
Orthographic Processing ◽  
Group Differences ◽  
Significant Group ◽  
Phonological Skills ◽  
Reading And Spelling ◽  
English Monolingual

ABSTRACTRelatively little is known about the importance of phonological and orthographic processing skills for reading and spelling in monolingual and bilingual adults. We compared these underlying skills, using a series of phonological and orthographic tasks, in English monolingual (n = 28), English first language and Chinese second language bilingual (n = 21), and Chinese first language and English second language bilingual adults (n = 22) who were equally proficient in reading and spelling English, and examined the contributions of these skills to English word reading and spelling for each group. The results showed group differences in phonological processing, with English monolingual adults having better phonological skills than both groups of bilingual adults. No significant group differences were found for orthographic processing. Regression analyses showed phonological skills were a unique predictor of English word reading for both bilingual groups, but not for the English monolingual group. Orthographic skills were a significant predictor of English word spelling, but only for the English monolingual adults. This suggests there may be a long-lasting influence of being exposed to two contrasting languages on skills underlying literacy in bilingual individuals.

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