NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830116
Record Type: Journal
Publication Date: 2009-Jan
Pages: 27
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-1088-8438
Morphological Awareness and Chinese Children's Literacy Development: An Intervention Study
Wu, Xiaoying; Anderson, Richard C.; Li, Wenling; Wu, Xinchun; Li, Hong; Zhang, Jie; Zheng, Qiu; Zhu, Jin; Shu, Hua; Jiang, Wei; Chen, Xi; Wang, Qiuying; Yin, Li; He, Yeqin; Packard, Jerome; Gaffney, Janet S.
Scientific Studies of Reading, v13 n1 p26-52 Jan 2009
The purpose of this study was to investigate the relationship between morphological awareness and Chinese children's literacy development. Of the 169 children from elementary schools in Beijing, China, who participated in the study, about half received enhanced instruction on the morphology of characters and words in the first and second grade. At the beginning of second grade and at the beginning of third grade, children were tested on morphological awareness, reading, and writing. The results showed that morphological instruction substantially improved children's performance on the morphological awareness and literacy measures. The best-fitting structural equation models suggested a unidirectional causal relation in early second grade and a reciprocal relation in early third grade between morphological awareness and children's literacy development. (Contains 5 tables, 2 figures, and 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Beijing)