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ERIC Number: EJ1203374
Record Type: Journal
Publication Date: 2019-Feb
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-0423
The Relationship of Character Reading and Spelling: A Longitudinal Study in Chinese
Li, Liping; Wu, Xinchun; Cheng, Yahua; Nguyen, Thi Phuong
Journal of Research in Reading, v42 n1 p18-36 Feb 2019
Background: The aim of this longitudinal study was to examine the relationship between character reading and spelling and to explore the role of reading-related skills in Chinese literacy. Methods: A test battery that included measures of morphological awareness (homophone awareness and compound word awareness), orthographic awareness, rapid automatised naming, character reading, spelling, and IQ was administered to 127 first grade students from two primary schools in mainland China. Results: Controlling for IQ and age, the results of hierarchical regressive analyses revealed that prior reading affected subsequent spelling, and character reading Time 1 predicted spelling Time 2, [beta] value was 0.20; character reading Time 2 predicted spelling Time 3, [beta] value was 0.40. However, prior spelling did not affect subsequent reading. In addition, compound word awareness Time 2 and orthographic awareness Time 2 were found to mediate character reading Time 1 and spelling Time 3. Conclusions: This study suggests that reading influences spelling across time points from grade 1 to grade 2, and compound word awareness and orthographic awareness play important mediator roles in the process.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A