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

TitleMorphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children
Authors
Issue Date2013
Citation
Applied Psycholinguistics, 2013, v. 34, n, 4, p. 755-775 How to Cite?
Persistent Identifierhttp://hdl.handle.net/10722/189441
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLiu, Pen_US
dc.contributor.authorMcBride-Chang, Cen_US
dc.contributor.authorWong, TTYen_US
dc.contributor.authorShu, Hen_US
dc.contributor.authorWong, AMYen_US
dc.date.accessioned2013-09-17T14:41:14Z-
dc.date.available2013-09-17T14:41:14Z-
dc.date.issued2013en_US
dc.identifier.citationApplied Psycholinguistics, 2013, v. 34, n, 4, p. 755-775en_US
dc.identifier.urihttp://hdl.handle.net/10722/189441-
dc.languageengen_US
dc.relation.ispartofApplied Psycholinguisticsen_US
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.rightsAn 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. Copyright © 2012 Cambridge University Press.-
dc.titleMorphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese childrenen_US
dc.typeArticleen_US
dc.identifier.emailWong, AMY: amywong@hku.hken_US
dc.identifier.authorityWong, AMY=rp00973en_US
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1017/S014271641200001X-
dc.identifier.hkuros221990en_US
dc.identifier.volume34en_US
dc.identifier.spage755en_US
dc.identifier.epage775en_US
dc.identifier.isiWOS:000320868500005-

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