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Li, Hong; Dronjic, Vedran; Chen, Xi; Li, Yixun; Cheng, Yahua; Wu, Xinchun – Journal of Child Language, 2017
This study investigates the contributions of semantic, phonological, and orthographic factors to morphological awareness of 413 Chinese-speaking students in Grades 2, 4, and 6, and its relationship with reading comprehension. Participants were orally presented with pairs of bimorphemic compounds and asked to judge whether the first morphemes of…
Descriptors: Morphology (Languages), Semantics, Phonology, Orthographic Symbols
Álvarez, Carlos J.; Garcia-Saavedra, Guacimara; Luque, Juan L.; Taft, Marcus – Journal of Child Language, 2017
Some inconsistency is observed in the results from studies of reading development regarding the role of the syllable in visual word recognition, perhaps due to a disparity between the tasks used. We adopted a word-spotting paradigm, with Spanish children of second grade (mean age: 7 years) and sixth grade (mean age: 11 years). The children were…
Descriptors: Syllables, Word Recognition, Spanish, Role
Au, Terry Kit-fong; Chan, Winnie Wailan; Cheng, Liao; Siegel, Linda S.; Tso, Ricky Van Yip – Journal of Child Language, 2015
To fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible--e.g. for children learning a second language that is not the societal language--audios are commonly used as an affordable substitute. But does such non-interactive input…
Descriptors: Linguistic Input, Audio Books, Second Language Learning, Grade 1