NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ979470
Record Type: Journal
Publication Date: 2012-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0922-4777
Reading with Meaning: The Contributions of Meaning-Related Variables at the Word and Subword Levels to Early Chinese Reading Comprehension
Zhang, Juan; McBride-Chang, Catherine; Tong, Xiuli; Wong, Anita M.-Y.; Shu, Hua; Fong, Cathy Y.-C.
Reading and Writing: An Interdisciplinary Journal, v25 n9 p2183-2203 Oct 2012
This study examined the associations of three levels of meaning acquisition, i.e., whole word (vocabulary), morpheme (morphological awareness), and semantic radical (orthography-semantic awareness) to early Chinese reading comprehension among 164 Hong Kong Chinese primary school students, ages 7 and 8 years old, across 1 year. With time 1 word reading, phonological awareness and speeded naming controlled, morphological awareness was uniquely associated with concurrent and subsequent reading comprehension; orthography-semantic awareness uniquely explained concurrent reading comprehension at time 2. Together, the meaning acquisition variables explained between 2 and 6% unique variance in reading comprehension across time, underscoring the importance of acquisition of meaning for early reading comprehension among Chinese children.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong