Testing reciprocity between lexical knowledge and reading comprehension among Chinese children: a cross-lagged panel analysis

被引：2
|
作者：
Zhang, Haomin [1 ,2 ,3 ]
机构：
[1] East China Normal Univ, Fac Educ, 500 Dongchuan Rd, Shanghai 200241, Peoples R China
[2] East China Normal Univ, Dept English, 500 Dongchuan Rd, Shanghai 200241, Peoples R China
[3] East China Normal Univ, Sch Foreign Languages, Foreign Language Res & Teaching Ctr, 500 Dongchuan Rd, Shanghai 200241, Peoples R China
来源：
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2020年 / 35卷 / 04期
关键词：
Chinese readers; Lexical growth; Morphological awareness; Reading comprehension; Unidirectional relationship; VOCABULARY KNOWLEDGE; MORPHOLOGICAL AWARENESS; INDIVIDUAL-DIFFERENCES; WORD MEANINGS; ACQUISITION; READERS; CONTEXT; ABILITY; DEPTH; MODEL;
D O I：
10.1007/s10212-020-00462-9
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The present study aims to explore the reciprocal relationship between multidimensional lexical knowledge (reading vocabulary and morphological awareness) and reading comprehension among early elementary-age Chinese students. Using data from second-grade students (N = 288,M-age=7.8), the study drew upon a cross-lagged panel design to test the bidirectionality of the two constructs. Results showed lexical knowledge, indicated by reading vocabulary and morphological awareness, had a significant effect on the development of reading comprehension skill among young Chinese readers. However, the relationship was unidirectional in nature based on the cross-lagged paths. Implications of this study centered on the conceptualization and operationalization of lexical knowledge, the uniqueness of morphological awareness as a component of lexical knowledge, and variations in instructional practices.
引用
收藏
页码：911 / 930
页数：20
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