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Article: Developmental models of learning to read Chinese words

TitleDevelopmental models of learning to read Chinese words
Authors
KeywordsMorphological awareness
Orthographic processing
Phonological awareness
Radicals
Subcharacter processing
Issue Date2010
PublisherAmerican Psychological Association. The Journal's web site is located at http://www.apa.org/journals/dev.html
Citation
Developmental Psychology, 2010, v. 46 n. 6, p. 1662-1676 How to Cite?
AbstractWhat is the nature of learning to read Chinese across grade levels? This study tested 199 kindergartners, 172 second graders, and 165 fifth graders on 12 different tasks purportedly tapping constructs representing phonological awareness, morphological awareness, orthographic processing, and subcharacter processing. Confirmatory factor analyses comparing alternative models of these 4 constituents of Chinese word reading revealed different patterns of metalinguistic underpinnings of children's word recognition across grade levels: The best-fitting model for kindergartners represented a print-nonprint dichotomy of constructs. In contrast, 2nd graders showed a fine-grained sensitivity to all 4 hypothesized constructs. Finally, the best-fitting model for 5th graders consisted of a phonological sensitivity construct and a broad lexical morphological-orthographic processing construct. Findings suggest that Hong Kong Chinese children progress from a basic understanding of print versus nonprint to a diversified sensitivity to varied word-reading skills, to a focus on meaning-based word recognition, to the relative exclusion of phonological sensitivity in more advanced readers. © 2010 American Psychological Association.
Persistent Identifierhttp://hdl.handle.net/10722/141747
ISSN
2015 Impact Factor: 3.116
2015 SCImago Journal Rankings: 2.585
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTong, Xen_HK
dc.contributor.authorMcBrideChang, Cen_HK
dc.date.accessioned2011-09-27T03:00:07Z-
dc.date.available2011-09-27T03:00:07Z-
dc.date.issued2010en_HK
dc.identifier.citationDevelopmental Psychology, 2010, v. 46 n. 6, p. 1662-1676en_HK
dc.identifier.issn0012-1649en_HK
dc.identifier.urihttp://hdl.handle.net/10722/141747-
dc.description.abstractWhat is the nature of learning to read Chinese across grade levels? This study tested 199 kindergartners, 172 second graders, and 165 fifth graders on 12 different tasks purportedly tapping constructs representing phonological awareness, morphological awareness, orthographic processing, and subcharacter processing. Confirmatory factor analyses comparing alternative models of these 4 constituents of Chinese word reading revealed different patterns of metalinguistic underpinnings of children's word recognition across grade levels: The best-fitting model for kindergartners represented a print-nonprint dichotomy of constructs. In contrast, 2nd graders showed a fine-grained sensitivity to all 4 hypothesized constructs. Finally, the best-fitting model for 5th graders consisted of a phonological sensitivity construct and a broad lexical morphological-orthographic processing construct. Findings suggest that Hong Kong Chinese children progress from a basic understanding of print versus nonprint to a diversified sensitivity to varied word-reading skills, to a focus on meaning-based word recognition, to the relative exclusion of phonological sensitivity in more advanced readers. © 2010 American Psychological Association.en_HK
dc.languageengen_US
dc.publisherAmerican Psychological Association. The Journal's web site is located at http://www.apa.org/journals/dev.htmlen_HK
dc.relation.ispartofDevelopmental Psychologyen_HK
dc.subjectMorphological awarenessen_HK
dc.subjectOrthographic processingen_HK
dc.subjectPhonological awarenessen_HK
dc.subjectRadicalsen_HK
dc.subjectSubcharacter processingen_HK
dc.titleDevelopmental models of learning to read Chinese wordsen_HK
dc.typeArticleen_HK
dc.identifier.emailTong, X: xltong@hku.hken_HK
dc.identifier.authorityTong, X=rp01546en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1037/a0020611en_HK
dc.identifier.pmid20836598-
dc.identifier.scopuseid_2-s2.0-78649242692en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78649242692&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume46en_HK
dc.identifier.issue6en_HK
dc.identifier.spage1662en_HK
dc.identifier.epage1676en_HK
dc.identifier.eissn1939-0599-
dc.identifier.isiWOS:000283911100021-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridTong, X=24401758100en_HK
dc.identifier.scopusauthoridMcBrideChang, C=7003801617en_HK

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