File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

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

TitleMorphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early chinese literacy acquisition
Authors
Issue Date2009
PublisherRoutledge. The Journal's web site is located at http://www.informaworld.com/smpp/title~content=t775653700
Citation
Scientific Studies Of Reading, 2009, v. 13 n. 5, p. 426-452 How to Cite?
AbstractThis 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. © 2009 Taylor & Francis Group, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/125396
ISSN
2015 Impact Factor: 2.745
2015 SCImago Journal Rankings: 2.700
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTong, Xen_HK
dc.contributor.authorMcbrideChang, Cen_HK
dc.contributor.authorShu, Hen_HK
dc.contributor.authorWong, AMen_HK
dc.date.accessioned2010-10-31T11:28:59Z-
dc.date.available2010-10-31T11:28:59Z-
dc.date.issued2009en_HK
dc.identifier.citationScientific Studies Of Reading, 2009, v. 13 n. 5, p. 426-452en_HK
dc.identifier.issn1088-8438en_HK
dc.identifier.urihttp://hdl.handle.net/10722/125396-
dc.description.abstractThis 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. © 2009 Taylor & Francis Group, LLC.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.informaworld.com/smpp/title~content=t775653700en_HK
dc.relation.ispartofScientific Studies of Readingen_HK
dc.rightsThis is an electronic version of an article published in Scientific Studies of Reading, 2009, v. 13 n. 5, p. 426-452. Morphological awareness, orthographic knowledge, and spelling errors: keys to understand early Chinese literacy acquisition is available online at: http://www.informaworld.com/smpp/714215248-96204189/content~db=all~content=a915267064~frm=titlelink-
dc.titleMorphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early chinese literacy acquisitionen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1088-8438&volume=13&issue=5&spage=426&epage=452&date=2009&atitle=Morphological+awareness,+orthographic+knowledge,+and+spelling+errors:+keys+to+understand+early+Chinese+literacy+acquisitionen_HK
dc.identifier.emailTong, X: xltong@hku.hken_HK
dc.identifier.emailWong, AM: amywong@hku.hken_HK
dc.identifier.authorityTong, X=rp01546en_HK
dc.identifier.authorityWong, AM=rp00973en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/10888430903162910en_HK
dc.identifier.scopuseid_2-s2.0-70350315892en_HK
dc.identifier.hkuros175384en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-70350315892&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume13en_HK
dc.identifier.issue5en_HK
dc.identifier.spage426en_HK
dc.identifier.epage452en_HK
dc.identifier.isiWOS:000270173400003-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridTong, X=24401758100en_HK
dc.identifier.scopusauthoridMcbrideChang, C=7003801617en_HK
dc.identifier.scopusauthoridShu, H=7203086826en_HK
dc.identifier.scopusauthoridWong, AM=7403147564en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats